Grade 7 Q2 Mathematics LAS

7
Mathematics
Second Quarter
LEARNING ACTIVITY SHEETS

COPYRIGHT PAGE
Learning Activity Sheet in MATHEMATICS
GRADE 7
Copyright © 2020
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Writers: : NAPOLEON B. PICIO, GEORGE M. VIBA, GERADINE CANLAS, & LEONARD B.
SAMBILE, Rizal National High School, Santiago City; JOY ALPHA FLOR C. DELEON, EMERSON
R. RESPONZO, ROMMEL A. SIMON, CRISEL C. BISTANTE, Patul national High School,
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TABLE OF CONTENTS
Competencies Page
Approximates the measures of quantities particularly length,

weight/mass, volume, time, angle, temperature and rate --------- 1 - 10
Converts measurements from one unit to another in both Metric and
English systems. --------- 11 -2 1
Solves problems involving conversion of units of measurement. --------- 22 – 27
Translates English phrases to mathematical phrases and English --------- 28 – 35

sentences to mathematics sentences, and vice versa
Illustrates and differentiates related terms in

algebra:
a. aᵑ where n is a positive integer
b. constants and variables
c. literal coefficients and numerical
coefficients
d. algebraic expressions, terms and polynomials --------- 36 – 42
e. number of terms, degree of the term and
degree of the polynomial.
Evaluates algebraic expressions for given values of the variables --------- 43 – 46
Adds and subtracts polynomials. --------- 47 – 54
Derives the laws of exponent. --------- 55 – 60
Multiplies and divides polynomials --------- 61 – 66

Uses models and algebraic methods to find the: (a) product of two
binomials; (b) product of the sum and difference of two terms; (c)
square of a binomial; (d) cube of a binomial; (e) product of a
binomial and a trinomial. --------- 67 – 72
Solves problems involving algebraic expressions. --------- 73 – 85
Differentiates algebraic expressions, equations and inequalities. --------- 86 – 94
Illustrates linear equation and inequality in one variable. --------- 95 – 100
Finds the solution of linear equation or inequality in one variable. --------- 101 – 114
Solves linear equation or inequality in one variable involving absolute --------- 115 – 126
value by: (a) graphing; and (b) algebraic methods.
Solves problems involving equations and inequalities in one variable. --------- 127 – 130
MATHEMATICS 7
Name of Learner: Grade Level:
Section: Score:
LEARNING ACTIVITY SHEET

Measure What Matters
Background Information for Learners
Measurements play an important role in our daily life. They are useful to do basic
tasks, such as taking temperature, measuring ingredients for baking or cooking, estimating
time for an activity, allocating money for next month’s expenditures, measuring height and a
lot more.
Measurement is used to compare or determine the relation of a quantity, physical or

not, with a certain numerical value. To be able to describe a measurement of a particular
object, tools are made for each type of measurement.
There are two ways to measure weight, length, temperature, and liquid. The first one
is used by the Egyptians for a very long time ago. They used body parts to measure certain
objects and this remained for many years until they decided to make these measurements the
same for everyone. They call it the Imperial System wherein the US and other two countries
still using it today. The other one is the Metric system which began in the Age of
Enlightenment with notions of length and weight taken from natural ones, and decimal
multiples and fractions of them. This system became the standard of France and Europe in
half a century. Now, it is used by many countries around the world.
Here are the most commonly used units of measurement.
Imperial System Metric System

Speed Miles per hour Kilometre per hour
Temperature Fahrenheit Celsius
Liquid Gallon Liter
Weight Pounds, Ounces Kilogram, gram
Distance Inch, yard, mile Centimeter, meter,
kilometer
Learning Competency with code
Approximates the measures of quantities particularly length, weight/mass, volume,

time, angle, temperature and rate. M7ME-IIa-3
1
Practice Personal Hygiene protocols at all
Directions/Instructions
Exercise 1. MATCH IT UP! Here are among the few basic tools of measurement. Match
each function with the correct picture. Write the letter of the function into each box.
Answer the following questions. Write down the answers to the following questions on the
space provided for each number.
1. Which of the given measuring tools are you familiar with?
2. How are these measuring tools important?
2
Exercise 2. Let’s do more. Determine the measurements of the following objects.
A. LENGTH: Measure each object to the nearest inch or centimeter.
B. WEIGHT: The weighing scale shows 1 Kilogram, each large division is 100 grams and
each small division is 10 grams. Write the reading for each of the arrows.
3
C. VOLUME:
Color to fill each measuring cup to the levels Find the dimensions of the following figures.
indicated.
D. ANGLE MEASURE
D1: Write the correct measure in each figure indicated by the angle formed.
D2. Measure the following angles using your own protractor. Write your answers on the
space provided for each letter.
a.
b.
c.
4
E. TEMPERATURE: Write down the temperature as shown in the figure.
F. TIME and RATE

F1. Answer the following simple problems on measurement of time. Write your answer on
the space provided for each number.
1. Pedro left home at 5:30 p.m. to meet his friends at the Milk Tea shop. He came back
after 2 hr. 25 min. At what time did he come back?
2. Maria reached her school at 7:00 a.m. and left for home at 12:00 p.m. How long did
she stay in school?
3. An online concert show started at 7:15 p.m. and ended at 10:30 p.m. What was the
duration of the
show?
4. Juan started his homework at 7:30 p.m. and finished it at 9:15 p.m. How much time
did he take to finish his
homework?
5. Sabel studies 2 hr. 45 min. She starts studying at 8:05 p.m. At what time does she
finish?
5
F2. Write the rate and unit rate for each situation below.
Situation Rate Unit Rate
1. Perla bought 5 story books for Php 250.00.
2. Tonyo is selling 10 kilograms of onions for
Php 800.00.
3. In a classroom, there are 30 seats in 5 rows.
4. Domeng prepares 84 pieces of buttered puto
in 7 plates.
5. Teacher Ana works 160 hours in 4 weeks.
6. Mario drives his car 120 km in 2 hours.
Answer the following questions:

1. Did you experience any difficulty when you were doing Exercise 2? Why?
2. Which measurement do you use frequently? Why?
Exercise 3. Let’s measure it: Determine the dimension of the following objects which are
present in your house using the Metric System. Use a specific measuring tool for every
object. Record your results in the table below.
A. LENGTH What unit would best work to Actual Measurements
measure the obect?
(millimeter, centimeter, or
meter)
1. table (square or rectangle) Length=
Width=
2. your height
3. height of your father or
mother
4. your right foot
5. front door of your house
B. WEIGHT (gram, kilogram)
6. your weight
7. mobile phone
8. radio or tv (choose one)
9. pet
10. pillow
C. VOLUME (mm3, cm3, m3)
11. shoe box
12. hollow block
13. cabinet
14. refrigerator (optional)
D. ANGLE (degree)
15. corner of your window
16. between the ribs of an
6
umbrella when it is opened
17. triangular clothes hanger
18. scissors (blades are
opened)
E. TIME
19. How long do you sleep at
night?
20. How long do you spend
time in watching TV in a day?
Answer the following questions:

1. What was your reason for choosing which unit to use? Why?
2. Did you experience any difficulty when you were doing the actual measuring? Why?
Exercise 4. In this activity, you are going to make a PACKAGING BOX for your
performance based output. The design cycle should be written on a short bond paper.
Option A: Submit your packaging box including the design cycle inside of it.
Option B: Create a 3-minute video with one of the members of your family on how you
constructed your packaging box. The design cycle and the rubric serve as your guide in
making the video.
DESIGN CYCLE
1. Investigate (What product are you planning to sell? Who are your target market?)
2. Design (Design a logo and write a slogan that fits your product. Choose a color
scheme that will appeal to your target market. Make a sketch of your packaging box
which include its dimension.)
3. Plan (List all the needed materials. All packaging materials are lightweight,
recyclable and produce minimum waste. Read and understand the rubric.)
4. Create (Prepare the materials and start creating your packaging box. Be mindful of
the measurements.)
5. Evaluate (Try to evaluate your output using the rubric below before submitting your
output.)
7
RUBRIC
4 3 2 1
Design of The packaging The packaging The packaging The packaging
Exterior shows that the shows that the design and looks thrown
Packaging creator took great creator took pride construction together at the
pride in his/her in his/her work. were planned. last minute. It
work. The design The design and The item has appears that little
and construction construction look several flaws design or
(includes the planned. The that detract from planning was
measurement) item has a few the overall look. done.
look carefully flaws but these Craftsmanship is
planned. The do not poor.
item detract from the
is neat. overall look.
Wise use of Thinking and A combination A combination The packaging
Materials planning is of lightweight of light and material is heavy
evident in choice packaging heavyweight and excessive.
of materials. materials were packaging Materials
Lightweight used and at least materials were produce
materials were 50% are used, but less a lot of waste and
selected for recyclable. than 50 % are are not
shipping recyclable. recyclable.
efficiency.
All packaging
materials are
recyclable and
produce
minimum
waste
Durability The package is Most of the Some of the The package is
sturdily built and package is package is sturdy flimsy and fell
resists crushing sturdy, but more than apart easily.
and movement in but there was one one weak area Damage to
durability test. weak spot that caved in or tore package contents
caved in or tore with pressure and is inevitable
with pressure and movement.
movement.
Reflection
Complete this statement:
What I have learned in this activity…
8
References
K to 12 Most Essential Learning Competencies.(2020). Retrieved

from https://commons.deped.gov.ph/K-to-12-MELCS-with-CG-
Codes.pdf.
K to 12 Curriculum Guide: Mathematics. (2017, July 5). Retrieved from

https://lrmds.deped.gov.ph/detail/5455.
Metric System vs. Imperial System. (2016, March 26). Retrieved from
https://study.com/academy/lesson/metric-system-vs-imperial-system.html.
History of the Metric System. (2020, June 16). Retrieved from

https://en.wikipedia.org/wiki/History_of_the_metric_system#:~:text=The%20history%20of%
20the%20metric,Europe%20in%20half%20a%20century.
Angle Measurements. Retrieved from

https://www.homeschoolmath.net/teaching/g/measure_angles.php.
Simple Word Problems on Time. Retrieved from

https://www.math-only-math.com/worksheet-on-word-problems-on-measurement-of-
time.html
Sample illustrations for packaging box. Retrieved

from https://www.uprinting.com/custom-boxes.html.
Guide in creating packaging box. Retrieved from

https://d3jc3ahdjad7x7.cloudfront.net/JmO8TyETwR1fBp4CZYUFTgcwoGzaQldAs0AABk
Q0GI44PSJK.pdf.
Rubric for packaging box. Retrieved from

https://naitc-api.usu.edu/media/uploads/2015/08/13/Packaging_Grading_Rubric.pdf
https://www.google.com
This site provides definitions and illustrations.
ANSWER KEY
Exercise 1. D F
C B
J I
H G
A E
Guide questions: Answers may vary.
Exercise 2. A) 1. 11cm 2. 6cm 3. 10in 4. 12in 5. 12cm 6.

9cm
7. 11in 8. 9in
B) mangoes=200g, bananas=500g, pineapple=600g, cotton fruit(santol)=900g,

rambutan=800g, avocados=250g
9
C)
Answers may vary.
D) 1. 90oF, 32oC 2. 32oF, 0oC 3. 98oF, 37oC 4. 0oF, -18oC
E) 1. 7:55 pm, 2. 5 hours 3. 3 hours & 15 minutes

4. 1 hour & 45 minutes 5. 10:50 pm
Rate Unit Rate
1. Php250/5books Php50 per book
2. Php800/10kg Php80 per kilogram
3. 30seats/5rows 6 seats per row
4. 84puto/7plates 12 puto per plate
5. 160 hours/4 weeks 40 hours per week
6. 120km/2hours 60 kilometers per hour
Exercise 3. Answers may vary.
Exercise 4. Packaging Box
Prepared by:
LEONARD B. SAMBILE
T-III, Rizal National High School
10
MATHEMATICS 7

Section: Date:

The International System of Units (SI)
Background Information for learners
Have you visited Baler?
How many kilometers from Museo de

Baler to Baler Hanging Bridge?
(refer to the map at the right)
Can you guess how many meters

are there in 1.6 km?
Your right 1.6 km is equivalent to

1,600 meters.
But how? Today we will learn more

about the Metric and English
Conversion of units.
Metric System of Measurement
The metric system is an internationally agreed decimal system of

measurement created in France in 1799. The International System of Units (SI), the
official system of measurement in almost every country in the world, is based upon
the metric system.
In the metric system, each basic type of measurement (length, weight,

capacity) has one basic unit of measure (meter, gram, liter). Conversions are quickly
made by multiplying or dividing by factors of 10. It is as simple as moving the
decimal point to the right (for smaller prefixes) or to the left (for larger prefixes).
To remember the proper decimal movement, arrange the prefixes from largest to smallest:
Kilo Hecto Deca Unit Deci Centi Milli
To remember the proper prefixes from largest to smallest remember:

“King Henry Doesn’t (Usually) Drink Chocolate Milk”
11
To convert to a smaller unit, move decimal point to t
The Metric converter:
Kilo Hecto Deca Unit Deci Centi Milli

METERS (m) To convert to a larger unit, move decimal point to th
LITERS (l)
GRAMS (g)
How to use the metric converter?
1st Determine your starting point.

2nd Count the “jumps” to your ending point
3rd Move the decimal the same numbers of jumps in the same direction.
Illustrative example A : 4 km = m
4 km = m
Solution:
Starting Point Ending point
How many jumps does it take ? answer: three
Therefore we move the decimal point three places to the right.
4. . . . = 4000 m Answer: 4 km = 4000 m
Illustrative Example B : 250,000 dg = kg
Unit
Kilo Hecto Deca grams Deci Centi Milli
250,000 dg = kg How many jumps does it take ? answer: four
Therefore we move the decimal point four places to

Solution: the left . 2 5. 0. 0. 0. 0 .
Starting Point Ending point
The proper prefixes ,units and abbreviationsA. nswer: 250,000 dg = 25 kg
12
Table below shows the types of measurement.
Length Weight Capacity

kilometer km kilogram kg kiloliter Kl
hectometer hm hectogram hg hectoliter Hl
decameter dam decagram dag decaliter Dal
Meter m gram g liter L
decimeter dm decigram dg deciliter Dl
centimeter cm centigram cg centiliter Cl
millimeter mm milligram mg milliliter Ml
Example 1. Type of measurement (Length)
Problem: Convert 10.25 kilometers to
meters. Solution:
Notice in the listing below that meter is three places to the right of the prefix kilo. This tells
us to move the decimal point three places to the right. The answer is 10,250 meters.
Hint: Just remember “King Henry Doesn’t Usually Drink Chocolate Milk “
km hm dam m dm cm mm
1 0 . 2 5 0 moving the decimal point three places to the right

we have, 10250.0 or 10,250 meters.
13
Example 2. Type of measurement (Weight)
Problem: Convert 1300 grams to hectogram.
Solution:
kg hg dag g dg cg mg
Notice in the listing above that hectogram is two places to the left of the prefix gram. This
tells us to move the decimal point two places to the left. The answer is 13 hectogram.
1 3 0 0 . 0 moving the decimal point two places to the left. We have 13.000 or 13
Example 3. Type of measurement (Capacity)

Problem: Convert 1500 milliliter to liter.
Solution:
kl hl dal L dl cl ml
Notice in the listing above that Liter (L) is three places to the left of the prefix Milliliter(ml).
This tells us to move the decimal point three places to the left. The answer is 1.5 Liters(L).
1 5 0 0 . 0 moving the decimal point three places to the left. We have 1.5000 or 1.5
English System of Measurement
While the metric system was lawfully accepted for use in the United
States in 1866, the US has not adopted the metric system as its "official"
system of measurement. The US English System of measurement grew out of
the manner in which people secured measurements using body parts and
familiar objects. For example, shorter ground distances were measured with
the human foot and longer distances were measured by paces, with one mile
being 1,000 paces. Capacities were measured with household items such as
cups, pails (formerly called gallons) and baskets.
14
Obviously this system allowed for discrepancies between measurements obtained by
different individuals. A standard was eventually set to ensure that all measurements
represented the same amount for everyone.
Lenght Weight Capacity

1 foot (ft) = 12 inches 1 pound (lb) = 16 ounces 1 tablespoon (tbsp) = 3 teaspoons
(in) (oz) (tsp)
1 yard (yd) = 3 feet (ft) 1 ton (t)= 2000 pounds (lb) 1 cup (c) = 16 tablespoons (tbsp)
1 mile (mi) = 5280 1 cup (c) = 8 fluid ounces (oz)
feet(ft) 1 pint (pt) = 2 cups (c)
1 mile = 1760 yards (yd) 1 quart (qt) = 2 pints (pt)
1 gallon (gal) = 4 quarts (qt)
A conversion ratio (or unit factor) is a ratio equal to one. This ratio carries the names
of the units to be used in the conversion. It can be used for conversions within the English
and Metric Systems, as well as for conversions between the systems. The conversion ratio is
based upon the concept of equivalent values.
Example 4.Type of measurement (Length)

Problem: Convert 84 inches to feet.
Solution:
In the problem, one foot is substituted for its equivalent measure of 12
inches. 1 foot (ft) = 12 inches (in) Conversion ratio

1 𝑓𝑜𝑜𝑡
84 inches ( 84 𝑖𝑛𝑐ℎ𝑒𝑠(1 𝑓𝑜𝑜𝑡) 84 𝑓𝑜𝑜𝑡 answer:7 𝑓𝑒𝑒𝑡
12 𝑖𝑛𝑐ℎ𝑒𝑠 ) 12 𝑖𝑛𝑐ℎ𝑒𝑠 = 12
multiply 84 inches notice that inches simply divide

to the unit factor divides inches 84 and 12
1 𝑓𝑜𝑜𝑡
the new unit is
12 𝑖𝑛𝑐ℎ𝑒𝑠
feet since
the result is more
than 1(one)
Example 5. Type of measurement
(Weight) Problem: Convert 5.3 tons to
pounds Solution:
5.3 tons ( 2000 𝑝𝑜𝑢𝑛𝑑𝑠) =10600 pounds answer :10,600 pounds

1 𝑡𝑜𝑛
15
Problem: Convert 2 gallons into cups

Solution:
2 gallons ( 4 𝑞𝑢𝑎𝑟𝑡𝑠) ( 2 𝑝𝑖𝑛𝑡𝑠 ) ( 2 𝑐𝑢𝑝𝑠) = (2)(4)(2)(2 cups) answer :32 cups

1 𝑔𝑎𝑙𝑙𝑜𝑛 1 𝑞𝑢𝑎𝑟𝑡𝑠 1 𝑝𝑖𝑛𝑡
Observe that the units gallon, quarts, and pints divides so the new unit is cups.
Common Conversion Factors

1 inch (in)= 2.54 centimeter (cm) 1 kilogram (kg) = 2.2 pounds (lb)
3.3 feet (ft)= 1 meter (m) 1 kilogram (kg) = 1000 grams (g)
1 kilometer (km) = 1000 meters (m) 1 gram (g) = 1000 milligram (mg)
1 meter(m) = 100 centimeters (cm) 1 metric ton (t) = 1000 kilograms (kg)
1 cubic meter (m3) =1 million cm3 1 gallon (gal)= 3.79 liters (L)
1 ft 3 =1728 in3 1 liter (L)= 1 dm3
1 in3= 16.4 cm3 1 ml=1 cubic centimetre (cc)
1 m3=35.3 ft3 1000 L= 1 m3
Example 6. Type of measurement (Length)
Problem: Convert 3200 meters into inches
Solution:
Use the conversion factors
1 inch (in)= 2.54 centimeter (cm) and 1 meter (m)= 100 centimeter (cm)
3200 meters ( 100 𝑐𝑚 ) (1 𝑖𝑛 ) = (3200)(100)(1)𝑖𝑛 = 125984.25 in

1 𝑚𝑒𝑡𝑒𝑟2.54 𝑐𝑚 2.54
Problem: A tank can be filled with 8 cubic meters of water.

Convert 8 m3 into ft3
Solution:
Use the conversion factors
1 m3=35.3 ft3
3
8 𝑚3(35.3𝑓𝑡 )= 282.4𝑓𝑡3
1 𝑚3
Learning Competency with Code

Converts measurements from one unit to another in both Metric and English systems.
M7ME-IIb-1
16
Answer the following activities, use the conversion factor to convert one unit
to another.
Activity 1. Tell my Partners Distance.

Direction: Convert the following measurements from one unit to another .Use the
metric converter or conversion factor and write your answer on the space provided.
1. 7 km = m
2. 10 m = cm
3. 6000 m = km
4. 90 mm = cm
5. 5000 m = km
6. 200 cm = m
7. 3 cm = mm
8. 300 cm = m
9. 2 km = dm
10. 7 cm = mm
Activity 2. Tell My Equivalent Weight

Direction: Convert the following measurement from one unit to another .Use the
1. 10,000 g = kg
2. 2 kg = g
3. 6000 g = kg
4. 10 g = mg
5. 12 dg = kg
6. 6 kg = mg
7. 9 kg = hg
8. 19 mg = cg
9. 1200 mg = kg
10. 7 kg = dag
Activity 3. Fill Me Equally

1. 10 liters = ml
2. 12 dal = liters
3. 1400 ml = dl
4. 12 cl = ml
5. 45 hl = cl
6. 32 liters = ml
7. 3000 cl = liters
8. 3423 dl = dal
17
9. liters = 75 kl
10. ml = 6 kl
Activity 4. Test Your Courage

1. 2 miles = feet
2. 2.5 tons = pounds
3. 5 cups = tablespoon
4. 5 quarts = cups
5. 3000 pounds = tons
6. 1500 yards = feet
7. 12 ounces = pound
8. 6 gallon = pint
9. 800 cups = gallon
10. 32 tbsp = cups
Activity 5. Show Me Your Best

metric converter or conversion factor andwrite your answer on the space provided.
1. 1500 meters = feet

2. 5 metric ton = kg
3. 20 kg = pounds
4. 4 km = ft
5. 1080 mg = kg
6. 25 m3 =
ft 3
7. 1000 ml = cc
8. 4500 L = m3
9. 200 ft 3 = in3
10. 500,000 cm3 = m3
Rubric for Scoring :

Total/Activity Score Rating
Activity 1( 1 point each) 10 pts 46-50 100%
Activity 2( 1 point each) 10 pts 41-45 95%
Activity 3(1 point each) 10 pts 36-40 90%
Activity 4(1 point each) 10 pts 31-35 85%
Activity 5 (1 point each) 10 pts 26-30 80%
50 pts 21-25 75%
15-20 74%
14 and below 70%
18
Reflection
I have learned that
References for Learners
Most Essential Learning Competencies (MELS),(2020) Retrieved From

https://lrmds.deped.gov.ph/detail/18275 Retieved on May 29,2020.
https://www.slideshare.net/lhoralight/k-to-12-grade-7-learning-material-in-mathematics-q1q2
Retieved on June 16,2020
https://mathbitsnotebook.com/Algebra1/Units/UNMetricEnglish.html Retieved on June

16,2020
https://apps.mathlearningcenter.org/number-line/ Retieved on May 29,2020

https://www.splashlearn.com/math-vocabulary/geometry/metric-system Retieved on June
18,2020
https://www.chegg.com/homework-help/questions-and-answers/1-perform-following-
conversions-within-metric-sl-system-measurement-making-proper-use-unit-q24173963
Retieved on June 23,2020
https://www.google.com/search?q=capacity+conversion+worksheet&tbm=isch&source=iu&i
ctx=1&fir=PB-Z4jSJQNzQqM%252CQhIX3VsRF6oYdM%252C_&vet=1&usg=AI4_-
kQbkYL3-
vpgUSVQ1_Qvz3qG9kotbw&sa=X&ved=2ahUKEwi2n93fwqbqAhWIUt4KHSuSBdIQ9QE
wAHoECAoQJg&biw=1024&bih=657#imgrc=RXJwtSHoC6sehM Retieved on June 26
,2020
https://www.splashlearn.com/math-vocabulary/geometry/metric- system#:~:text=The
%20metric%20system%20is%20a,and%20weight%20(mass)%20respecti vely. Retieved on
June 26,2020
https://www.google.com.ph/maps/dir/Baler+Hanging+Bridge,+Zabali+Road,+Baler,+Aurora/
Museo+de+Baler,+Quezon+Street,+Poblacion,+Baler,+Aurora/@15.7555463,121.5552493,1
5z/data=!4m14!4m13!1m5!1m1!1s0x3390a6c498782f87:0x6e59116f325c8e05!2m2!1d121.5
690811!2d15.7504119!1m5!1m1!1s0x3390a6c99a211c0b:0x35c8f9f33cd54b90!2m2!1d121.
5617278!2d15.7601025!3e0 Retieved on July 3,2020
19
Answer Key
Activity 1. Tell my Partners’ Distance.
1. 7 km = 7,000 m
2. 10 m = 1,000 cm
3. 6000 m = 6 km
4. 90 mm = 9 cm
5. 5000 m = 5 km
6. 200 cm =2m
7. 3 cm = 30 mm
8. 300 cm =3m
9. 2 km = 20,000 dm
10. 7 cm = 70 mm
Activity 2. My Equivalent Weight
1. 10,000 g = 10 kg
2. 2 kg = 2,000 g
3. 6000 g = 6 kg
4. 10 g = 10,000 mg
5. 12 dg = 0. 0012 kg
6. 6 kg = 6,000,000 mg
7. 9 kg = 90 hg
8. 19 mg = 1.9 cg
9. 1200 mg = 1.2 kg
10. 7 kg = 700 dag
Activity 3. Fill Me Equally
1. 10 liters = 10,000 ml
2. 12 dal = 120 liters
3. 1400 ml = 14 dl
4. 12 cl = 120 ml
5. 45 hl = 450,000 cl
6. 32 liters = 32,000 ml
7. 3000 cl = 30 liters
8. 3423 dl = 34.23dal
9. 75,000 liters = 75 kl
10. 6,000,000 ml = 6 kl
Activity 4. Test Your Equality
1. 2 miles = 10,560 feet

2. 2.5 tons = 5,000 pounds
3. 5 cups = 80 tablespoon
4. 5 quarts = 20 cups
5. 3000 pounds = 1.5 tons
6. 1500 yards = 4,500 feet
7. 12 ounces = 0.75 pound
8. 6 gallon = 48 pints
20
9. 800 cups = 50 gallons
10. 32 tbsp = 2 cups
Activity 5. Show Me Your Best
1. 1500 meters = 4,950 feet

2. 5 metric ton = 5,000 kg
3. 20 kg = 44 pounds
4. 4 km = 13,200 ft
5. 1080 mg = 0.00108 kg
6. 25 m3 = 882.5 ft3
7. 1000 ml = 1000 cc
8. 4500 L = 4.5 m3
9. 200 ft 3
= 345,600 in3
10. 500,000 cm3 = 0.5 m3
Prepared by:
GEORGE M. VIBA
Master Teacher I
Rizal National High School
21
MATHEMATICS 7
Section: Score:

For A Change!
People use different units of measurement in the things in which they are engaged
especially in daily living. There are times that the units used do not match to a person’s
preference or convenience as well as standards in certain processes and applications.
Converting those units to an extent that it can be understood directly and applied properly is
important. For example, a person who is only familiar with the metric system cannot easily
figure out how tall is a tree measuring 25 feet in height. Converting 25 feet to probably in
meters will help the person know how tall the tree is.
In this activity, you are going to solve real-life mathematics encounters to converting
one unit of measurement to another, whether in Metric System, English Units, or Vice Versa.
Before you proceed with the activity proper, it is necessary that you go back to the
steps in corverting one unit to another. Here are the quick reviews:
1. Metric-to-Metric Conversion
Converting a metric unit to another metric unit is the easiest as compared to the other
conversions. Familiarization on the equivalent values of the prefixes is important in metric-
to- metric conversion.
Here are the steps:
Step #1: Identify the base unit.
Step #2: Determine the prefixes used and their equivalents.
Step #3: Subtract the prefix exponent of the converted unit from the prefix
exponent of the original unit.
Step #4: Move the decimal place of the original measurement according to the
value of the exponent.
2. English-to-English Conversion
Conversion involving English units is a bit tricky since relationship between two
English units differ from each other. Familiarization of the conversion table between English
units is important in English-to-English conversion.
22
Here are the steps:
Step #1: Identify the units used.
Step #2: Determine the relationship between the units.
Step #3: Determine the conversion factor (in fraction form).
The denominator should have the same unit as the original
measurement. Step #4: Multiply the original measurement by the
conversion factor.
3. English-to-Metric Conversion and Metric-to-English Conversion
Similar to English-to-English conversion, English-to-Metric and Metric-to-English
conversions require familiarization of the conversion table (refer to the previous learning
activity sheet on pages 11 – 16) . The relationship between a metric and an English unit is
mostly in decimal form, thus great attention to digits is a must in order to prevent conversion
errors.
The method of english-to-metric and metric-to-english conversion is similar to the
english-to-english conversion.
Remember, your main goal is to provide solution for the real-life problems in the next
exercises. The Polya’s Method in solving problem is useful for you. Here are the steps:
1. Understand the problem
2. Devise a Plan
3. Carry out the plan
4. Look back
Solves problems involving conversion of units of measurement. (M7ME-IIb-2)
Exercise 1. Warm You Up

Directions: Solve these problems. Show any possible solution. You may present your
solution in drawing, listing, tabular, or any form.
1. In the Summer Olympic Games, athletes compete in races of the following lengths:
100 meters, 200 meters, 400 meters, 800 meters, 1500 meters, 5000 meters and
10,000 meters. If Usain Bolt were to run in all these races, how many kilometers
would he run?
2. Jerry weighs in at 85 kg. He is 80 dag heavier than his opponent. How much does his
opponent weigh?
3. A two-liter bottle contains 87 centiliters of oil and 4.1 deciliters of water. How much
more liquid is needed to fill the bottle?
4. John rode 2 kilometers on his bike. His sister Sally rode 3000 meters on her bike.
Who rode the farthest and how much farther did they ride (answer in km)?
5. Jessa is measuring two line segments. The first line segment is 30 cm long. The
second line segment is 500 mm long. How long are the two line segments together?
(answer in cm)
23
Exercise 2: Let’s Delve Deeper
Directions: Present solutions to the next problems. You may use the Polya’s Approach in
solving the next problems. Explain how you arrive with your answer.
1. Shirley wants to bake an Ube cake. She noticed that in the menu box, the temperature
she needs for the oven is 350 fahrenheit in 15 minutes. Her oven is set to Celcius
scale with the following reading: Maximum, 240, 210, 180, 140, Minimum. What
temperature mode will she select? How long will she bake the cake?
2. A classroom door is 96 inches from top to bottom. How tall is the door in meters?
3. Benham Rise, formally known as the Philippine Rise, is a 13-million-hectare
underwater plateau located near Aurora, Philippines. The area of Luzon is 109, 965 sq
km. Which is larger, the Benham Rise or Luzon and by how many square kilometers?
Exercise 3: Get Challenged!

Directions: Show a multiple-step solution to the given problems.
1. Susan started her homework at 1:59 p.m. and finished her homework 96 minutes
later. Susan had volleyball practice at 4:00 p.m. How much time did Susan have between
finishing her homework and the beginning of volleyball practice?
2. One bottle holds 295 dl while another one holds 28,000 ml. What is the difference
in capacity between the two bottles?
3. Steven wakes up for school at 6:30 in the morning. If school starts at 8:00 am, how
long does he have from the time he wakes up until school starts?
4. Ezra's stuffed animal has a mass of 300 grams. How many milligrams is the stuffed
animal?
5. Susie begins a new walking program with 600 m on the first day. Each day, she
will increase her walk by 200 m. How many kilometers will she walk on day 18 of her
program?
6. The vet instructed Manuel to give his dog .5 milligrams of medication per 1
kilogram of the dogs weight. His dog weighs 12 kilograms. How much total medication
should the dog have?
7. Sean has 3 2-liter bottles of soda. If he divides the soda equally between himself
and his 11 friends, how much soda will each person have?
8. Sarah purchased 8kg of sugar, 10kg of flour, 500g of cocoa, 225g of pecans, and
275g of coconut. How much do all her groceries weigh in kilograms?
9. Eric has two dogs. He feeds each dog 250 grams of dry food each, twice a day. If
he buys a 10-kilogram bag of dry food, how many days will the bag last?
10. Lu is stringing beads to make a necklace. She is using 30 of the 8 mm beads, 70 of
the 4 mm beads, and 40 of the 2 mm beads. How long will her finished necklace be?
24
Reflection Complete this statement:
I have learned in this activity that…
References
K to 12 Most Essential Learning Competencies.(2020). Retrieved
from https://commons.deped.gov.ph/K-to-12-MELCS-with-CG-
Codes.pdf.
K to 12 Curriculum Guide: Mathematics. (2017, July 5). Retrieved from

https://lrmds.deped.gov.ph/
https://www.ipracticemath.com/learn/algebra/algebra_in_daily_life
https://www.khanacademy.org/math
http://www.math.com/school/subject1/lessons
https://study.com/academy/lesson
Barreto, Jenny et. Al (2019) . Benham Rise unveiled: Morphology and structure of an Eocene
large igneous province in the West Philippine Basin. Gladestry Associates, The Camp,
Gladestry, Powys HR5 3NY, United Kingdom, 2019
Acelajado, Maxima et. Al. (2008). Elementary Algebra. Second Edition. DIWA Learning
Systems, Inc.
Brown ,et al,(2014).Educational Resources Tutoring and Learning Centre
Bryant et.al.(2014). Mathematics Learners Module for Grade 9.FEP printing Corp. Reprint
,2017
Leithold, Louis. College Algebra and Trigonometry, Addison-Wesley Publishing Company,
Inc. 1989
Polya, George.(1944) How to Solve It: A New Aspect of Mathematical Method, Princeton
University Press. Princeton Science Library. Reprint, 2015
Saxon, John H. Jr Algebra I: An incremental Development, Saxon Publishers, Inc. Norman,

Oklahoma, 1990
25
Answer Key
Exercise 1
1. To figure out how many kilometers he would run, you need to first add all of the lengths of
the races together and then convert that measurement to kilometers.
10,000
5,000
1,500
800
400
200
+ 100
18,000
Since 1 Km = 1000 m, then the runner runs 18 Km.
2. 80 dag = 0.8 kg, and 85 – 0.8 = 84.2., So, his opponent weighs 82.2 Kg
3. You are looking for the amount of liquid needed to fill the bottle. Convert both
measurements to liters and then solve the problem.
4. Sally rode farther because she rode 3 km and John only rode 2 km. Subtract to find the
difference: 3km - 2km = 1 km.
5. Since the line segments are in different units, convert mm into cm. 500 mm = 50 cm
because there are 10 mm in 1 cm, 20 mm in 2 cm, 30 mm in 3 cm, 40 mm in 4 cm etc.
Add to solve since together is an addition word (50 cm + 30 cm = 80 cm)
The amount of liquid needed to fill the bottle is 0.72 liter.
Exercise 2
1. 350 F = 177 C. She will set the temperature to 180 Celcius in not greater than 15 minutes
2. 1 meter = 3.28 feet, 1ft = 12in; therefore 96 in = 2.4 m
3. 1 hectare = 0.01 sq. km; 13000000 hectare = 130, 000 sq. km; 130,000 - 109, 965 = 20,035
Benham Rise is larger by 20,000 sq. Km than Luzon.
Exercise 3
1. 25 minutes
2. There is a difference in capacity of 1.5 liters between the two bottles
3. Step 1: Underline key words/phrases and bracket important numbers.
Step 2: Ask: What is this question asking me to do? (find the elapsed time between wake
up and the start of school).
Step 3: Find the number of minutes between partial hours (6:30) to the next whole hour
(7:00) 6:30 - 7:00 = 30 minutes
Step 4: Find the amount of time between whole hours 7:00 - 8:00 = 1 hour
Step 5: Add the hours and minutes (hours always come first) 1 hour, 30 minutes
4. 300 x 1,000 = 300,000 mg
5. 4kilometers
26
6. 6milligrams
7. 500 milliliters
8. 19 kilograms
9. 20 days
10. 60 centimeters
Reflection Complete this statement:
In this activity, I have learned that solving real-life problems involving measurement
is fun as long as I am focused and determined to achieve the goal. Polya’s method also is
helpful approach in solving the given problems in the activity.
Prepared by:
NAPOLEON B.
PICIO
Teacher III, Rizal National High School
Santiago City
27
MATHEMATICS 7
Name: Grade Level:
Score:
Date:

The Translator!
This activity sheets aim to develop the critical thinking of the learners. It will guide
the students to translate verbal phrase into mathematical phrase. This skill is used to solve
mathematical problem which is applicable in real-life situations.
In translating verbal phrase into mathematical phrase and verbal sentence into
mathematical sentence you need to consider the translation of four basic operation such as
addition, subtraction, multiplication, and division. In performing this skill, you need to be
careful because it is misleading.
Consider the following translations of verbal phrases to mathematical phrases and
verbal sentences to mathematical sentences.
Verbal Phrase Mathematical Phrase

The sum of a number and ten x+10
The product of seven and a number 7x
Six subtracted from a number x-6
Nine times a number increased by five 9x+5
The quotient of ten and a number 10/x
Verbal Sentence Mathematical Sentence

The sum of twice a number and three equals 2x +3 =10
10.
Five times a number decreased by six is 5x-6 =7
seven.
Three times a number is equal to twelve 3x = 12
Ten less tha n a number is 20. x-10 =20
The sum of a number and six is 10. x+6 = 10
Learning Competency with code: Translates verbal phrases to mathematical phrases and
verbal sentences to mathematical sentences, and vice versa.
28
Activity 1: MATCH ME! Translate the mathematical operations into corresponding word.
Choose your answer on the box below and write it on the appropriate shapes that will match
to the operation.
Activity 2: MAKE ME COMPLETE! A knowledge of mathematical symbols and their

respective meanings enable us to translate verbal sentences into mathematical sentence and
vice versa. To complete this puzzle, write the appropriate word that corresponds to the hint
below.
Down:
1.
a mathematical phrase
that is expressed in
words
6. the result of adding
two or more numbers
9. make or become
smaller or fewer in size,
amount, intensity, or
degree
Across:
2. reduced by stated number
3. the result of multiplying, or an expression that identifies factors to be multiplied
4. a pair of number that makes a comparison or describes a rate
5. the result in subtracting mathematical expression
7. an expression which makes use of the symbols of equality and inequality
8. an expression which is used to represent numbers and symbols
10. become or make greater in size or amount, intensity, or degree
29
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Activity 3: A NEW NORMAL!

To answer this, translate each verbal phrase to mathematical phrase. Match your
answer from the choices on the right and write the corresponding letter on the left before the
number. Then decode the message below.
English Phrase: Mathematical Phrase
1. The sum of a number and five R 7x+6
2. A certain number decreased by four N 3x +8

3. Five subtracted from a number O 10 +X
4. The product of six and a number P x + 25
5. The difference of a number and nine E x-9
6. Eight more than the product of three and nine K x-5
7. A number x added to 10 M 2x-9
8. Twenty five more than a number F 2x+6
9. Two times a number decreased by nine G 2 ( a+b)
10. Six more than twice a number A x-4
11. Two times the sum of a and b B x+5
12. Subtract six from seven times a number H 4x-3
13. Seven times a number increased by six D 7x-6
14. Three less than the product of four and a number L 6x
15. The quotient of four and a number I 4
𝑥
Q 3x+2
𝑦
C 8
1 4 5 6 12 5 12 4 5 2 13 6 15 6 11
30
Activity 4: BRING COLOR TO MY LIFE!
Translate each verbal statement to mathematical statement.Choose your answer
below and fit to each corresponding color.
Color the decagon by the appropriate answer below
3x +8 =10 3(x-3)=21 2x-6=7 6x-6=12 2x-9=4
3x +2 =8 3x +6 =8 x/3 +10 =12 5x=35 4x=8
31
ACTIVITY 5: LET’S TRANSLATE!
Translate the mathematical sentence into English sentence. Write your answer on
the space provided.
1. x+2 =5
2. x-4=10
3. 2x-6 =4
4. 6x=36
5. x-7 =10
6. 2 (x+2) = 12
7. 3x=9
8. 15= 3
𝑥
9. 2 (x-4)=18 10. 3 (x+y)=20
Reflection: How important is translation of one’s language to another language?
ANSWER KEY
Activity 1: MATCH ME!
increased by
ADDITION more than

sum
decreased
SUBTRACTION
reduced by
less than
product multiply
MULTIPLICATION
times
Quotient shared
DIVISION split between
32
Activity 2:
V
E
P R O D U C T
B
R A T I O D
L E
M A T H E M A T I C A L S E N T E N C E
X R
M A T H E M A T I C A L P H R A S E
R A
D I F F E R E N C E S
S E
M I N U S S
U I
M O
I N C R E A S E
Activity 3: A NEW NORMAL!
English Phrase: Mathematical Phrase
B 1. The sum of a number and five R. 7x+6
A 2. A certain number decreased by four N 3x +8

K 3. Five subtracted from a number O 10 +X
L 4. The product of six and a number P x + 25
E 5. The difference of a number and nine E x-9
N 6. Eight more than the product of three and nine K x-5
O 7. A number x added to 10 M 2x-9
P 8. Twenty five more than a number F 2x+6
M_9. Two times a number decreased by nine G 2 ( a+b)
F 10. Six more than twice a number A x-4
G 11. Two times the sum of a and b B x+5
D 12. Subtract six from seven times a number H. 4x-3
R 13. Seven times a number increased by six D 7x-6
H 14. Three less than the product of four and a number L 6x
I 15. The quotient of four and a number I 4
𝑥
Q 3x+2
𝑦
C 8
_B_ _L_ _E_ _N_ _D_ _E_ _D_ _L_ _E_ _A_ _R _N_ _I_ _N
_G_ 1 4 5 6 12 5 12 4 5 2 13 6 15 6
11
33
Activity 4: BRING COLOR TO MY LIFE!
ACTIVITY 5: LET’S TRANSLATE!

1. x+2 =5 The sum of a number and two is five._
2. x-4=10 _The difference of a number and four is ten
3. 2x-6 =4 Six less than twice a number is four
4. 6x=36 The product of six and a number is thirty six
5. x-7 =10 _Seven less than a number is ten
6. 2 (x+2) = 12 Twice the sum of a number and two is twelve.
7. 3x=9 Three times a number is nine
8. 15= 3 Fifthteen divided by a number is three
𝑥
9. 2 (x-4)=18 Twice the difference of a number and four is eighteen
10. 3 (x+y)=20 _Three times the sum of x and y is twenty
References
Bernabe, J. & De Leon, C. (2002). Elementary Algebra, Mathematics 7 Teaching Guide
Prepared by: ROMMEL A. SIMON/Teacher III
34
MATHEMATICS 7
Section: Date:

Exploring the World of Algebra
This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
as it specifically aims for students’ mastery on the language of algebra.
This is an introductory lesson on algebra. A clear understanding of the concepts in

this lesson will help you easily grasp the language of algebra. In algebra, signs, symbols and
letters are also used to represent unknown quantities and information.
Important Terms to Remember
The following are terms that you must remember from this point on.
1. constant – a constant is a number on its own. For example, 1 or 127;

2. variable – a variable is a symbol, usually letters, which represent a value or a number. For
example, a or x. In truth, you have been dealing with variables since pre-school in the form
of squares ( ), blank lines ( ) or other symbols used to represent the unknowns in some
mathematical sentences or phrases;
3. base & exponent: base – a number or letter which an exponent refers; exponent – a small
number written to the right of and slightly above another number or letter to indicate how
many times the latter is used as a factor. It is in the form a n where n is a positive integer. Ex.
basex3exponent
3. term – a term is a constant or a variable or constants and variables multiplied together. For
example, 4, xy or 8yz.
4. expression – an Algebraic expression is a group of terms separated by the plus or minus
sign. For example, x – 2 or 4x + ½y – 45
5. numerical coefficient – the number in an algebraic term. Ex. 3x23
6. literal coefficient - letter used to represent a number. Ex. 5a a
7. polynomials- is an algebraic expression with one term, or the sum or difference of two or
more terms. In polynomial, 4x5-3x4+7x3-3x2+x – 5, Leading term: 4x5; Leading coefficient: 4;
Constant Term: -5, Degree:5.
8. Kinds of Polynomials
a. According to number of terms
Monomial 4xy (1 term)

Binomial 3x + 2y (2 terms)
Trinomial x2-4x+5 (3terms)
Multinomial 2w-3x+5y-7z (4 terms or more)
35
b. According to Degree
Name Example Degree
Constant 7 0
Linear 4x + 5 1
Quadratic 3e2-4e+5 2
Cubic c3-3c2+c 3
Quartic k4-7k+5 4
Quintic v5-6v2 + v 5
c. According to degree of Polynomials

c.1 The degree of a constant is 0. Ex. 7 degree 0
c.2 The degree of the monomial in 1 variable is the exponent of the variable. Ex.
c5degree 5
c.3 The degree of a monomial in 2 or more variables is the sum of the exponents of the
variables. Ex. 2x3y4z2 degree 9(3+4+2)
c.4 The degree of a polynomial in 1 variable is the highest exponent of the variable. Ex. 3x5
– 4x2 + 6x degree 5
c.5. The degree of a polynomial in 2 or more variables is the highest sum of the variables
in each term. Ex. a3b4 + 4a4b5 degree 9 (4+5)

The learner illustrates and differentiates related terms in algebra: (1) an where n is a positive
integer, (2) constants and variables, (3) literal coefficients and numerical coefficients, (4)
algebraic expressions, terms and polynomials, (5) number of terms, degree of the term and
degree of the polynomial.
Directions/Instructions:
Answer the following activities.
Activity 1 Step by Step. Complete the table below by filling up the different steps. Step 1
Identify the base, step 2 the exponent, step 3 Numerical coefficients, step 4 Literal
coefficients.
Algebraic Step 1 Step 2 Step 3 Step 4

Expression Base Exponent Numerical Literal
Coefficients Coefficients
1. f3
2. 5x3
3. 7z5
4. jo2y3
5. -45c3
6. 0.8jk4
7. r3o2y5
8. 5ren
9. -6j3o2hn2
10. 3(x+y)
36
Activity 2 “Where am I going?”
It is an institution that is built, staffed, and equipped for the diagnosis of disease, for
the treatment, both medical and surgical, of the sick and injured and for their housing
during this process.
To answer this activity, shade in the table below the constant and leave unshaded
the variables.
a b f g k 1 2 3 4 5 6 7 q U a r a
c e d h i 23 f a c i l 8 i t y d n
n m l c x 4 a 20 g 25 s 9 p a n i t
q o p t z 7 t 21 23 24 n 10 m e d v i
s t r r v 8 i 22 n 26 e 11 i c p o n
k u x a b 9 v e u R v 12 t s o c e
32 31 30 29 28 27 19 18 17 16 15 13 14 10 42 43 44
33 d o c t o r p p e g l o V e s -3
34 f 2 4 a l 5 x 7 l c 8 7 y -4
35 a 3 5 m s 3 z 6 a o 3 6 r -5
36 c r c a n e r h i -6
37 e 6 7 e 8 9 11 10 12 o 4 1 n -7
38 m 5 8 h 7 13 l 3 2 g -8
39 a s h e t 5 14 d s F t e -1
40 s k i l d 2 15 i n C n z 13
41 -2 -3 4 7 -8 -9 3 2 0 9 4 7 6 6 4 3
Activity 3 Directions: Examine each given equation, read the questions that follow and write
your answer on the space provided for to find the simplest way to prevent the spread of
Covid19.
Equation Question Answer
1. What is the literal
coefficient of -13?
5𝑟2 − 13𝑠 + 2𝑡 − 14𝑢2
coefficient of 2?
26𝑎 + 2𝑏𝑐
coefficient of 26?
2𝑦2 − 4𝑦 + 4
coefficient of -4?
3𝑥2𝑔 − 13ℎ + 13𝑖
coefficient of -13?
coefficient of -12?
28𝑚 + 2(5𝑛) − 12𝑜
coefficient of 28?
16𝑐3 + 4𝑑2 − 8𝑒
coefficient of -8?
37
Activity 4 Directions: Separate the numerical coefficient and the literal coefficient in each
algebraic expression.
Numerical Literal
1. 15𝑚𝑛 2
2. 𝑥3𝑦𝑧
12𝑚𝑛
3. − 5𝑚3𝑝
4. 27𝑎𝑏2𝑐
5. 12𝑥2 − 14𝑦2
Activity 5 Directions: Identify whether the given expression is a polynomial or not a

polynomial. Write SAFE if the expression is a polynomial and UNSAFE if not a polynomial.
SAFE or UNSAFE?
1. −12𝑥𝑦
2. 2𝑥2 + 4𝑥 − 2
√3
3. 𝑚𝑛 − 14𝑚
2
4. 3𝑠2𝑎3𝑓𝑒
5. 13𝑥2𝑝 − 4𝑦𝑞3 − 3𝑧2𝑟
6. 𝑎 + 𝑏 + 𝑐
Activity 6 Directions: List all the terms in each polynomial expression below. Write your
answer on the blank column.
Answer
1. 14𝑥 + 3𝑥√𝑦 − 12𝑥𝑦
2
2. 13𝑎𝑥2 + 12𝑎𝑥 − 2a
√3
3. 𝑚2𝑛 − 10𝑚𝑛2 + 14
2
4. 14𝑎3𝑏𝑐 + 2𝑎𝑏
5. 13𝑥2𝑝 − 4𝑦𝑞3 − 3𝑧2𝑟
6. 𝑥 + 𝑦 + 𝑧
38
Activity 7 Directions: Examine each given polynomials and complete the table.
No. of Name by the Degree Name by
Terms No. of Degree
Terms
1. −𝑚2 − 15 + 3𝑛
2. 1 + 6𝑢 + 4𝑢2 − 20𝑢3
3. 2𝑓 + 7
4. −𝑥 + 2𝑥𝑦2 − 3𝑥3 + 4𝑥𝑦3 + 5𝑥4
5. 5𝑐 − 3𝑑 + 𝑒2
Reflection
How did you feel doing the activity? What have you learned in this activity?
References for learners
1. Math 7 Teaching Guide on Algebra

2.Oronce, O. & Mendoza, M.(2012) E-Math. Quezon City, Philippines:Rex Book Store,Inc.
3.Malvar, M. et al. (2014) Simplified Math for Grade 7. Makati City, Philippines: Salinlahi
Publishing House, Inc.
Answer Key
Activity 1
Algebraic Step 1 Step 2 Step 3 Step 4
Expression Base Exponent Numerical Literal
Coefficients Coefficients
1. f3 f 3 1 f3
2. 5x3 x 3 5 x3
3. 7z5 z 5 7 z25 3
4. jo2y3 j,o,y 1,2,3 1 j,o ,y
5. -45c3 c 3 -45 c3
6. 0.8jk4 j,k 1,4 0.8 j, k4
7. r3o2y5 r,o,y 3,2,5 1 r3, o2, y5
8. 5ren r,e,n 1,1,1 5 r,e,n
9. -6j3o2hn2 j,o,h,n 3,2,1,2 -6 j3, o2, h, n2
10. 3(x+y) x,y 1,1 3 x,y
39
Activity 2 Answer: HOSPITAL
abfgk quara
c e d h in m fl a t i vca xc gq io l spn e v t it z s t y nr d pdoirv onctvi kn e u x
pa
me
nu ic
e R ts
d f a coe m acs t o a m rr leshc tp d p x z ne g l a r l c o hoo l d iv e syringez
a e
sk hi el sn fc tn
Activity 3:
1. S
2. T
3. A
4. Y
5. H
6. 0
7. M
8. E
Activity 4:
Numerical Literal
1. 15𝑚𝑛 2
15 𝑚𝑛2
2. 𝑥3𝑦𝑧 1 𝑥3𝑦𝑧
12𝑚𝑛 12 𝑚𝑛
3. − 5𝑚3𝑝 − 𝑚3𝑝
5
4. 27𝑎𝑏2𝑐 27 𝑎𝑏2𝑐
5. 12𝑥2 − 12, −14 𝑥2, 𝑦2
14𝑦2
Activity 5:
1. UNSAFE
2. SAFE
3. SAFE
4. UNSAFE
5. SAFE
6. SAFE
40
Activity 6:
1. 14𝑥2, 3𝑥√𝑦, 𝑎𝑛𝑑 − 12𝑥𝑦

2. 13𝑎𝑥2, 12𝑎𝑥, 𝑎𝑛𝑑 − 2a
3. √3 𝑚2𝑛, −10𝑚𝑛2 𝑎𝑛𝑑 , 14
2
4. 14𝑎3𝑏𝑐, 𝑎𝑛𝑑 2𝑎𝑏
5. 13𝑥2𝑝, −4𝑦𝑞3, 𝑎𝑛𝑑 − 3𝑧2𝑟
6. 𝑥, 𝑦, 𝑎𝑛𝑑 𝑧
Activity 7:
No. of Name by the Degree Name by
Terms No. of Terms Degree
1. −𝑚2 − 15 + 3𝑛 3 TRINOMIAL 2 QUADRATIC
2. 1 + 6𝑢 + 4𝑢2 − 20𝑢3 4 POLYNOMIAL 3 CUBIC
3. 2𝑓 + 7 2 BINOMIAL 1 LINEAR
4. −𝑥 + 2𝑥𝑦2 − 3𝑥3 + 5 POLYNOMIAL 4 QUARTIC
4𝑥𝑦3 + 5𝑥4
5. 5𝑐 − 3𝑑 + 𝑒2 3 TRINOMIAL 2 QUADRATIC
Prepared by:
JOY ALPHA FLOR C. DE LEON

T-III, Patul National High School
JOSUA B. CORPUZ
T-I, Divisoria High School Nagassican Extension
41
MATHEMATICS 7
Section: Date:

Evaluate algebraic expressions for given values of the variables
This learning activity sheet is about evaluating algebraic expressions for given values
of the variables.
Any time we create a mathematical expression that contains even just a single variable,
we would refer to this as a variable expression.
Evaluating algebraic expressions simply means simplifying an expression down to a
single numerical value. The first step in evaluating algebraic expression is to identify the
value/s of the variable and replace a symbol with a number. The next step is to determine the
operation after the substitution has been achieved.
We can evaluate an algebraic expression for different values of the variable.
Example 1: To evaluate 2x + 2 for x = 1, we substitute 1 in place of x

2 (1) + 2
2+2=4
Example 2: Evaluate x2 - 4xy + 3y when x= -2 and y = 1
(-2)2 – 4(-2) (1) + 3(1)
(4) – (-8) + 3
(4) + (8) + (3) = 15
2
2𝑎[4(𝑥) ]
Example 3: Evaluate
3𝑦 when a =1, x =-3, y = 3
2(1)[4(−3)2 2 .4(9) 72
Solution : 3(3) = 9 = 9 =8
When parentheses, ( ), are used, the task is simplified. The parentheses indicate the
value of the variable is to be used.
One replaces the values of the variables with a constant or expression,
then, simplifies the expression until a constant remains or like terms have been combined.
Evaluate algebraic expressions for given values of the variables. (M7AL-IIc-4)
42
Activity 1: “What’s My Value?”
Directions: Evaluate each expression when a =4, b = 3 and y = -1.
1. 3a + 4b
2. -2by + 4a + 1
3. 2 (2ab -2)
4. 4ab - 2by - 5
5. (a - 2) (b - y)
Activity 2: “ DECODE, Who’s That Mathematician?”
Guess the famous mathematics hiding behind these numbers. Evaluate each algebraic expression
and match your answers with the letters in the box that corresponds to each expression to get the
name of the mathematician.
0 10 -2 -7 -1 0 -5 -9 -6 3 -9
I = 6x + 3 when x = -2 A = -2x -2y when x =1 and y= -1

W = -a +b when a = 2 and b=1 L = 4x -2 when x =3
K = 5y-2x when x = 1 and y=0 H = 5x+y when x =-3 and y=8
R = -2a+3b+2 when a=5 and b=1 Z = -2x +4 when x =5
M = 4b-3x-2 when b=2 and x=1
Activity 3: PROTOCOL : “ NEW NORMAL “
In this activity you are task to find the word which is one of the protocols for the new normal
life to avoid spreading the virus.
43
Direction : Evaluate each algebraic expression , Match column A to column B , You are
going to write only the letters that corresponds to the value of each algebraic expressions
below .
COLUMN A COLUMN B
1. 9𝑎 + 3 𝑤ℎ𝑒𝑟𝑒 𝑎 = 5 A= 6
2. 15𝑎 − 24𝑏 + 15 𝑤ℎ𝑒𝑟𝑒 𝑎 = 3 𝑎𝑛𝑑 𝑏 = 2 S =48
3. 𝑥 + 3(𝑥 − 1) 𝑤ℎ𝑒𝑟𝑒 𝑥 = 2 C=5
4. 3𝑥 − 2𝑦 + 5 𝑤ℎ𝑒𝑟𝑒 𝑥 = 2 , 𝑎𝑛𝑑 𝑦 = 4 I =3
5. 4𝑎 ÷ (12 − 2𝑏) 𝑤ℎ𝑒𝑟𝑒 𝑎 = 12 𝑎𝑛𝑑 𝑏 = 2 D =29
6. (4𝑥 − 9𝑦) ÷ 7 𝑤ℎ𝑒𝑟𝑒 𝑥 = 2 𝑎𝑛𝑑 𝑦 = 4 T =8
7.4(𝑎 − 3) + 3(𝑎 + 2) 𝑤ℎ𝑒𝑟𝑒 𝑎 = 5 N = 10
8. (5𝑦 ÷ 2) + 2(1 − 𝑦)𝑤ℎ𝑒𝑟𝑒 𝑦 = 2 O= 12
5𝑦
9. 9𝑥 + 𝑤ℎ𝑒𝑟𝑒 𝑥 = 5, 𝑦 = 3, z = 1 L= -4
5𝑧
10.4𝑥 + 3𝑦 − 5 𝑤ℎ𝑒𝑟𝑒 𝑥 = −2, 𝑦 = 7 G = 20
11. (6𝑥 ÷ 3) − 2𝑦 𝑤ℎ𝑒𝑟𝑒 𝑥 = 5, 𝑦 = 2 Z= -1
12. (5 + 𝑥) + 2 𝑤ℎ𝑒𝑟𝑒 𝑥 = 3 Q= 0
13(2𝑎 + 5) ÷ 3 where a =5 W= 9
14. (5𝑥 + 2) ÷ 2𝑥 where x =2 V- 14
15. (3𝑚 − 4𝑛) + 6 , 𝑤ℎ𝑒𝑟𝑒 𝑚 = 8, 𝑛 = 5 U= 13
16. (9𝑥 − 3𝑦) ÷ 3 , 𝑤ℎ𝑒𝑟𝑒 𝑥 = 5 , 𝑦 = −5 K =11
Reflection: Complete this statement I have learned in this activity that
References:
Curriculum Guide in Grade 7 Mathematics
Learning Modules in Grade 7 Mathematics
http://www.mathnstuff.com/math/algebra/aevalu.htm
https://www.easyteacherworksheets.com/math/expressions-variableexpressions.html
https://www.purplemath.com/modules/evaluate.htm
Answer Key
Activity 1: Directions: Evaluate each expression when a =4, b = 3 and y = -1.
1. 3a + 4b
3(4) + 4(3) = 12 + 12 = 24
2. -2by + 4a + 1
-2(3)(-1) - 2(4) + 1 = 6 - 8 + 1 = -1
3. 2 (2ab -2)
2{2(4)(3) -2} = 2 (24 -2) = 2(22) = 44
4. 4ab - 2by - 5
44
4 (4)(3) -2(3)(-1) -5 = 48 + 6 - 5 = 49
45
5. (a - 2) (y + 3)
(4-2) (-1 + 3) = (2) (2) = 4
Activity 2:
Answer: ALKWHARIZMI
I = 6x + 3 when x = -2
6(-2) + 3 = -12 + 3 = -9
A= -2x -2y when x =1 and y= -1
-2(1) -2(-1) = -2 + 2 = 0
W= -a +b when a = 2 and b=1
-(2) + (1) = -1
L = 4x -2 when x =3
4(3) -2 = 12 - 2 = 10
K =5y-2x when x = 1 and y=0
5(0) -2(1) = -2
H = 5x+y when x =-3 and y=8
5(-3) + 8 = -15 + 8 = -7
R = -2a+3b+2 when a=5 and b=1
-2(5) + 3(1) + 2 = -10 +3 + 2 = -5
Z = -2x +4 when x =5
-2(5) + 4 = -10 + 4 = -6
M = 4b-3x-2 when b=2 and x=1
4(2) - 3(1) -2 = 8 - 3 - 2 = 3
Activity 3
:
Answer: S O C I A L D I S T A N C I N G
Prepared by:
JHOANNA D. BALAYAN
Teacher 3
Sagana National High School
JULIE B. AGCAOILI
Teacher 3
Rosario National High School
46
MATHEMATICS 7
Section: Score:

Addition and Subtraction of Polynomials
A polynomial is a term or sum of terms, of which consists of the product of a real

number and a nonnegative integral power of a variable. It is an algebraic expression
involving only positive-integral exponents and contains no variable in the denominator.
x3, 2x + 1, x2 + 2x + 1, 3x3y2 – 4x2y4 + xy6
A. Addition of Polynomials
Addition Rule:
To add two polynomials, write the sum and simplify by combining like or similar
terms. (Like or similar terms are terms whose variables and their exponents are the same). To
combine similar terms, get the sum of the numerical coefficients and annex the same literal
coefficients.
The following properties can be used to find the sum of polynomials
Commutative Property for Adddition
For any number a and b,

a +b=b+a
Associative Property for Adddition
For any number a, b, and c,

(a + b) + c = a + (b + c)
Consider the polynomials: x2 + 2x + 1 and x2 + 2x – 3
47
We can add the given polynomials using signed tiles as shown below.
This is how to add the

given polynomials
+ ++ + ++
x2 + 2x+ 1 and x2 +2x
– 3
Combine the tiles that have the same shape
+ + ++++
When a positive tile is paired with a negative tile that is the same, the result is a zero p
0
+ + +
48
We can also add polynomials by simply arranging similar terms in the same column.
For example:
a. (7x + 2) + (5x + 4)
+ 7x + 2
5x + 4
12x + 6
b. (3x2 + 10x + 8) + (2x2 – 11x + 12)
2
+ 3x + 10x + 8
2
2x – 11x + 12
2
5x - 1x + 20
c. (10a2 – 7ab – 12b2) + (6a2 -16ab + 8b2)
2
+ 10a – 7ab – 12b 2
2 2
6a - 16ab + 8b
2 2
16a - 23ab - 4b
And lastly, we can add polynomials by removing the parentheses and grouping like terms.
For example:
a. (-6x2 -26x + 20) + (15x2 -23x + 4)

= (-6 + 15)x2 + (-26 -23)x + (20 + 4)
= (9x2) + (-49x) + (24)
= 9x2 – 49x + 24
49
b. (9x2 + 9x – 4) + (-8x + 5)
= (9x2) + (9 – 8)x + (-4 + 5)
= 9x2 + (1)x + (1)
= 9x2 + x + 1
c. (5x2 + 21x + 4) + (-2x2 – 11x + 6)

= (5 – 2)x2 + (21 – 11)x + (4 + 6)
= (3)x2 + (10)x + (10)
= 3x2 + 10x + 10
B. Subtraction of Polynomials
Subtraction Rule:
To subtract 2 or more polynomials, the following procedures will help: Change the
signs of all terms of the subtrahend and proceed with addition of polynomials, that is,
a- b = a + ( - b )
Illustrative examples
1. Find ( 4a 2 + 2b 2 + 8 ) - ( 16a 2 + 20b 2 + 10 )

Solution: ( 4a 2 + 2b 2 + 8 ) - ( 16a 2 + 20b 2 + 10 )
Remove parentheses: 4a 2 + 2b 2 + 8 - 16a 2 - 20b 2 - 10
Combine similar terms: -12a 2 - 18b 2 - 2
The same answer shall be obtained if rearranging the terms of the polynomials in the same
column is used.
4a 2 + 2b 2 + 8
-16a 2 + 20b 2 + 10 -12a 2 - 18b 2 - 2
2. Simplify: 9m - 2n + 2 ( 3m + 4n ) – 6 ( 5m – 8n ) – 10m
Solution: 9m - 2n + 2 ( 3m + 4n ) – 6 ( 5m – 8n ) – 10m
Removing the parentheses: 9m - 2n + 6m + 8n – 30m + 48n – 10m
Simplifying: -25m + 54n
Adds and Subtracts Polynomials ; M7AL-IId-2
50
Exercises1. Add and subtract as indicated.
1. ( m – 2 ) + ( m – 10 )
2. ( n – 5 ) – ( 7n – 4 )
3. ( 4b 2 – 2c ) + ( 5b 2 – 7c )
4. ( m 4 – m 3 ) + ( m 2 – m )
5. ( n 2 – 4n + 7 ) – ( 7n 2 – 6n – 8 )
6. ( 14 – 8b + 4b 2 ) – ( 2 + 4b – 4b 2 )
7. ( 4c 3 – 8c 2 + 5 ) + ( 4c 3 + 2c 2 )
8. ( - 3n 3 + 6n 2 – 4 ) – ( 5n 3 – 7n – 9 )
9. ( 3m 2 – 5m + 4 ) + ( - 8m 3 + 6m 2 + 4m – 2 )
10. ( 12b 5 – 4 ) – ( 7b 3 – 5a + 2 )
Exercises 2: Take it from Me! Subtract the second polynomial from the first .
1. 2a + 3b , 5a - b
2. -13b + 14c , 7b - 4c
3. 5m + 6n 7p , 11m - 4n - 4p
4. -15a - 13b + 11c , 8a - 7b + 14c
5. 24m 2 - 12mn + 33n 2 , 36m 2 - 18mn + 29n 2
6. 8m 2 - 6n , 10m 2 + 4n - 2
7. 5.4a - 7.2b , 10.2a + 5.3b
8. 9.8m + 8.3n , 7.6m + 5.2n
9. 25m 2 n 2 - 13mn + 11 , 38m 3 n 3 + 22mn - 14
10. 14.2 - 7.1m , 8.7 + 4.9m
Exercises 3: Let’s Make It Simple! Simplify each of the following.
1. (-3m) + (2 - 4n) - (5m -3 + 8n)

2. - (m - n) + (m - n) - (n - m) + (-m + n)
3. 2mn - m ( 4n – 7 ) - 4 - 6m - 8n
4. - { 5m 2 + [ 3m - ( 4 - 3m 2 ) - 6m + 7m
5. 10m 2 - [ 6m - ( m2 + 3 ) - 4m ] + 4m + 12
6. -2m - { 4 + 4m 2 + [ 4m - 7 + 9 ( m + 3 ) ] + m 2
7. 7mn - m ( 4n - 3 ) - 3 - 4m - 6n
8. 3 ( m - n ) - ( 4m - n ) + 6 - 5 ( m - 7n )
9. 4 ( 5m - 7n ) - { 2 ( 3m + 4n ) - 5 ( 2m + 3n ) }
10. – 6m - [ 3n ( 5 - 4p ) - 2 ( 3m + 9n ) ]
Exercises 4: Let’s Solve! Solve each problem correctly.
1. What must be added to 5x – 2 to obtain 3x + 10.

2. What is the perimeter of a square whose side measures (6x + 4)
3. Subtract -5m 2 + 6m - 10 from the sum of 2m 2 - m + 4 and 4m 2 + 6m - 8.
51
4. Pedro’s monthly allowance is represented by 4m2 + 21m + 15. How much was
left from his allowance after 5m + 11 was spent for his medicines?
5. A tailor has a garment that is 11m + 4 yards long. How long is the garment after
2m - 5 yards have been cut off ?
Exercises 5: Come and Fill my Mind! Fill in the blank to make a true statement.
1. To add two polynomials, combine any contained in the polynomials.

2. To add like monomials, add their and keep the .
3. The commutative property of addition states that, “For any number m and n, m
+n= .”
4. are terms whose variables and their exponents are the same.
5. is an expression consisting of variables and coefficients that involves
only the operations of addition, subtraction, multiplication, and nonnegative
integer exponents of variables.
6. The expression m – n is equivalent .
7. To subtract like polynomials , all the signs of all the terms in the
subtrahend, then proceed with of polynomials.
8. If 2 polynomials are subtracted in column, the second polynomial is called the
.
9. To subtract polynomials involving grouping symbols, remove the and
combine or similar terms.
10. The expression 3m 2 + 2m - 5 is obtained when is subtracted from
3m 2 + 5m - 9.
Rubrics for Scoring
4  Displays absolute comprehension of the problem’s

mathematical concepts and principles.
 Utilizes suitable mathematical terms and notations.
 Performs algorithms fully and appropriately.
3  Displays almost absolute comprehension of the problem’s
 Utilizes nearly suitable mathematical terms and notations.
 Performs nearly all algorithms.
 Computations are usually accurate except for some minor errors.
2  Displays comprehension of some of the problem’s
 May include serious errors in computations.
1  Displays some degree of comprehension of some of the problem’s
mathematical concepts and principles with major errors in
computation.
 May incorrectly or does not used mathematical terms.
0  Displays no comprehension of some of the problem’ mathematical
concepts and principles.
52
Reflection
Complete the statement below.
I have learned that
References
A. Books
1. Orance, O. and Mendoza, M., 2015. E- Math 7. 1st ed. 586 Nicanor Reyes St.,
Sampaloc Manila: Rex Book Store, pp.169-172.
2. De Leon, C. and Bernabe, J., 2002. Elementary Algebra. 1281 Gregorio Araneta
Avenue, Quezon City: JTW Corporation, pp.101-102.
3. Malang, P. and Sangalang, E., 2010. College Algebra. HFM Publishing, pp.33-35.
4. 2013. Mathematics Grade 7 Teacher's Guide. 1st ed. 2nd Floor Dorm G, Philsports
Complex, Meralco Avenue, Pasig City, Philippines 1600: Department of Education,
pp.165-169.
5. Aseron, E., Armas, A., Canonigo, A. and Garces, I., 2013. Mathematics – Grade 7
Learner’S Material. 1st ed. 2nd Floor Dorm G, Philsports Complex, Meralco Avenue,
Pasig City, Philippines 1600: Department of Education, pp.130-133.
B. Website
1. Pierce, R., 2020. Like Terms. [online] Mathsisfun.com. Available at:

<https://www.mathsisfun.com/algebra/liketerms.html#:~:text=to%20Algebra%20first
-,Like%20Terms,in%205x)%20can%20be%20different.> [Accessed 25 June 2020].
53
Answer Key
Exercises 1. Add and subtract as indicated.
1. 2m -12 6. 12 - 12b + 8b 2
2. -6n - 1 7. 8c3 - 6c 2 + 5
3. 9b2 - 9c 8. -8n 3 + 6n 2 + 7n + 5
4. m 4 - m 3 + m 2 - m 9. -8m 3 + 9m2 - m + 2
5. -6n 2 + 2n + 15 10. 12b 5 - 7b 3 + 5a - 6
Exercises 2. Take It From Me!
1. -3a + 4b 6. -2m 2 - 10n + 2

2. -20b + 18c 7. -4.8a - 12.5b
3. -6m + 10n - 3p 8. 2.2m + 3.1n
4. -23a - 6b - 3c 9. -38m 3n 3 + 25m 2n 2-35mn + 25
5. -12m 2 + 6mn + 4n 2 10. 5.5 - 12m
Exercises 3.Let’s Make It Simple!
1. 2m - 12n + 5 6. -3m 2 + 7m + 16
2. 0 7. 3mn - m - 6n - 3
3. -2mn + m - 8n - 4 8. 6m + 33n - 6
4. -2m 2 + 4m - 4 9. 4m - 51n
5. 11m 2 + 2m + 15 10. 3n + 12np
Exercises 4.Let’s Solve!
1. -2x + 12
2. 24x + 16
3. 11m 2 - m + 6
4. 4m 2 + 16m + 4
5. 9m + 9
Exercises 5. Come and Fill my Mind !
1. Similar 6. m + (-n)
2. Numerical coefficient/ 7. change , addition
Literal coefficient 8. subtrahend
3. n + m 9. parentheses , like terms
4. like terms/similar 10. 3m - 4
5. polynomial
Prepared by:
Gee P. Baltazar Mely C. Paulino

Teacher III Teacher III
Divisoria High School Cabulay High School
54
MATHEMATICS 7
Name: Grade Level:
Date: Score:

Laws of Exponents
Exponents are used in many algebra problems, so it's important that you understand
the rules for working with exponents. Let's go over each rule in detail, and see some
examples.
Rules for Exponents:

1. Product Rule: am ∙ an = am + n, this says that to multiply two exponents with the same base,
you keep the base and add the powers.
Examples:
𝑥3 ∙ 𝑥4 = 𝑥7
𝑦7 ∙ 𝑦5 = 𝑦12
𝑚
QuotientRule: 𝑎 = 𝑎𝑚−𝑛, this says that to divide two exponents with the same base, you
2 𝑎𝑛
keep the base and subtract the powers. This is similar to reducing fractions; when you
subtract the powers put the answer in the numerator or denominator depending on where
the higher power was located. If the higher power is in the denominator, put the
difference in5 the denominator and vice versa, this will help avoid negative exponents.
Examples: 𝑥 = 𝑥2
𝑥3
𝑦4 1
𝑦9 = 𝑦5
𝑥3𝑦2 𝑥
𝑥2𝑦5 = 𝑦3
1
Negative Exponent Rule: 𝑎−𝑛 =
3 , this says that negative exponents in the numerator
𝑎𝑛
get moved to the denominator and become positive exponents. Negative exponents in the
denominator get moved to the numerator and become positive exponents. Only move the
negative exponents.
Examples:
1 1
5−2 = =
52 25
4
4𝑥−2 =
𝑥2
𝑥−3 𝑦7
=
55
𝑥−7 𝑥3
56
4. Power Rule (Powers to Powers): (am)n = amn, this says that to raise a power to a power
you need to multiply the exponents. There are several other rules that go along with the
power rule, such as the product-to-powers rule and the quotient-to-powers rule.
Examples:
(x5)4 = x20
(2x4y2)3 = 23x12y6 = 8x12y6
𝑥2
𝑥4
( 5) 4
𝑦 𝑦20
=
5. Zero-Exponent Rule: a0 = 1, this says that anything raised to the zero power is 1.
Examples:
30 = 1
(5x3y4)0 = 1
Learning Competency: The learner derives the laws of exponents. (M7AL-IId-e-1)

Activity 1. Complete Me!
Directions: Some exponent notations and how they are usually read are shown below.
Complete the table.
Exponential Base Exponent Expanded Value Read as
Notation Form
62 6 2 6x6 36 Six squared or
six to the
power of two
23 2 3 2x2x2 8 Two cubed or

two to the
power of three.
34
45 6
10
Activity 2. GUESS WHO?

Who was patron saint of mathematicians?
Decode the letter that corresponds to your answer in each line below.
1. x ∙ x ∙ x ∙ x S) x2
2. x squared B) x4
3. three times the cube of x E) (x + 3)3
57
4. 3∙x ∙x ∙ x ∙x ∙x H) 3x5
5. x used a factor 3 times A) 3(x+3)
6. the cube of (x + 3) T) 3x 3
7. The square of the quantity x plus 3 U) (x + 3)2

R x3
I) 3x
Answer:
2 3 4 7 1 6 5 3
Activity 3. MATCHY MATCHY!

Directions: Match column A with column B
A B
1. x7
A. 88
82
𝑥𝑚
2. xm+n B.
𝑥𝑛
3. xmn C. xm ∙ xn
4. x2my2n D. (x4)5
5. xm-n E. x∙x∙x∙x∙x∙x∙x
6. x20 F. (2x3)2
7. x16 G. (xmyn)2
8. 6x9 H. x4 ∙ x4 ∙ x8
9. 86 I. (xm)n
10. 4x6 J. 6∙x ∙ x ∙ x ∙ x ∙ x ∙ x
K. (3x3) (2x6)
Activity 4. WHAT’S MISSING?
Direction: Find the missing factor in the product sentence.
1. 12a5 = (2a3) (?)
2. 15a4b6 = (-5a3b4)(?)
3. -10x8y5 = (2x4y3)(?)
4. 27a7b7c6 = (9a4b3c6)(?)
5. 36x4y7 = (4x2y4)(?)
6. 42a3c4 = (7a2c)(?)
7. 80x3y6 = (5y4)(?)
8. -125a7b9c11 = (5a3b3)(5ab4c3)(?)
9. -56a6b4c5 = (-2a2bc)(-4a2b2c2)(?)
10. -70x9y12z15 = (2x2y3z4)(5x4y6z8)(?)
58
Activity 5. SIMPLY ME!
Directions: Simplify each of the following expression.
1. (a4)5
2. (-c3)5
3. (3e4)3
4. (2a4b2)2
5. (3d3)(2d6)(4d9)
107
6. 105
3 5
7. ( 3 )( 𝑑5)
5𝑑 3
8. (4b)2(4b)3
9. (4x7y10)0
14𝑥−4
10. 7𝑥
Reflection
There are different laws to observe in our country especially Pandemic. Do you
follow rules? Write your experiences here.
Answer Key
Activity 1. Complete Me!
Directions: Some exponent notations and how they are usually read are shown below.
Complete the table.
Exponentia Base Expone Expanded Form Value Read as
l Notation nt
62 6 2 6x6 36 Six squared
or six to the
power of
two
23 2 3 2x2x2 8 Two cubed

or two to
the power
of three.
34 3 4 3x3x3x3 81 Three to the

power of
59
five
45 4 5 4x4x4x4x4 1024 Four to the
power of
five
106 1 6 10x10x10x10x10x 1,000,00 Ten to the
0 10 0 power of
six.
Activity 2. GUESS WHO?

Who was patron saint of mathematicians?
(To get the answer, rewrite each expression below using exponents. Write the letter of the
problem corresponding to the answer found in each line at the bottom).
1. x∙x ∙ x∙x S) x2
2. x squared B) x4
3. three times the cube of x E) (x + 3)3
4. 3∙x ∙x ∙ x ∙x ∙x H) 3x5
5. x used a factor 3 times A) 3(x+3)
6. the cube of (x + 3) T) 3x3
7. The square of the quantity x plus 3 U) (x + 3)2
R x3
I) 3x
Answer:
S T H U B E R T
2 3 4 7 1 6 5 3
Activity 3. MATCHY MATCHY!
Directions: Match column A with column B
Answers:
1. E
2. C
3. I
4. G
5. B
6. D
7. H
8. K
9. A
10. F
60
Activity 4. WHAT’S MISSING? Directions: Find the missing factor in the product sentence.
1. 12a5 = (2a3) (?) 6a2
2. 15a4b6 = (-5a3b4)(?) -3ab2
3. -10x8y5 = (2x4y3)(?) -5x4y2
4. 27a7b7c6 = (9a4b3c6)(?) 3a3b4
5. 36x4y7 = (4x2y4)(?) 9x2y3
6. 42a3c4 = (7a2c)(?) 6ac3
7. 80x3y6 = (5y4)(?) 16x3y2
8. -125a7b9c11 = (5a3b3)(5ab4c3)(?) -5a3b2c8
9. -56a6b4c5 = (-2a2bc)(-4a2b2c2)(?) -7a2bc2
10. -70x9y12z15 = (2x2y3z4)(5x4y6z8)(?) -7x3y3z3
Activity 5. SIMPLY ME! Directions: Simplify each of the following expression.

1. (a4)5 a20
2. (-c3)5 -c15
3. (3e4)3 27e12
4. (2a4b2)2 4a8b4
5. (3d3)(2d6)(4d9) 24d18
107
6. 105 100
3 5
7. ( 𝑑3 )( 𝑑5 ) d8
5 3
8. (4b) (4b)
2
64b3
9. (4x7y10)0 1
14𝑥−4 2
10. 7𝑥 𝑥5
References
Books
Oronce, O & Mendoza, M (2015). E-Math: Workbook in Mathematics. Rex Printing
Company.), EASE Module Fourth Year · Triangle o, Module 2 (L
Websites:
Edmark M. Law. 101 Mathematical Trivia. Retrieved from
https://learnfunfacts.com/2017/02/17/101-mathematical-trivia/ on June 29, 2020.
Laws of Expnents. Retrieved from

https://www.mesacc.edu/~scotz47781/mat120/notes/exponents/review/review.html on July
10, 2020.
Prepared by:
GERALDINE S. CANLAS
Rizal National High School
PRIMAROSE A. SALES
Cabulay High School
61
MATHEMATICS 7
Name: Grade Level
Section: Date:

Multiplication of Polynomials
Background Information for Learners:
The word polynomial came from two words; “Poly” and “Nomial”. Poly means
“many” and Nomial refers to “terms”. It is an algebraic expression consisting of variables
and coefficients that involves only the operations of addition, subtraction, multiplication and
raised to a non-negative exponent. Examples of polynomials are: 5, 2x, 6x 2, x + 4, x2 + 3x –
7, etc.
In your previous lesson, you have added and subtracted polynomials. Now you will
multiply and divide polynomials. First, let us discuss how to multiply polynomials. In
multiplying polynomials, you will use some of the basic properties in mathematics and some
laws of exponents which are being discussed below.
Learning Competency with Code:

Multiplies and Divides Polynomials M7AL–lle-2
Let’s Recall…
A. Laws of Exponent
1. Product of a power. xn . xm = xnm (Multiply the base and add the exponents
of the same base)
Example: a. x2(x3) = x2+3 = x5 b. 2x3(x4) = 2x3+4 = 2x7
B. The Distributive Property

This property states that the product of a sum or difference , is equal to the
sum or difference of the products. x(y + z) = xy + xz or
x(y – z) = xy – xz
Example: a. x(5x + 2) = 5x2 + 2x b. 3x(x – 1) = 3x2 – 3x
In multiplying polynomials, the laws of exponents(Product of a power) and the

distributive property are used to simplify the product. This activity consists of three parts:
I. Multiplying Monomial by another

monomial Examples:
1. (x)(4x) = 4x2 3. 2x(x2) = 2x3 4. 5x(-3x) = -15x2
2. (2x5y)(-7x) = -14x6y 5. 10x(2x4) = 20x5
Take Note: To find the product of two monomials, multiply the numerical
coefficients(numbers) then multiply the literal coefficients(variables) using the laws of
exponents.
62
II. Multiplying Monomial by a
Polynomial Examples:
1. 2x(2x2 + 5x + 10) = 2x(2x2) + 2x(5x) + 2x(10)
Distribute the
= 4X + 10X + 20X monomial(2X) to each
3 2
Follow the rules in
term of the polynomial.
multiplying monomials by
another monomials.
Distribute the x over (x + 2), then distribu

2. 4x2(x2 – 9x + 1) = 4x2(x2) + 4x2(-9x) + 4x2(1)
= 4x4 – 36x3 + 4x2 Multiply.
3. 8(y2 – 5y + 2) = 8(y2) + 8(-5y) + 8(2)

Combine similar terms.
= 8y2 – 40y + 16
Take Note: To multiply a monomial and a polynomial, simply use the distributive property to
find their product.
III. Multiplying Binomial by another Binomial

Examples:
F O I L
1. (x + 4)(x + 2) = x(x) + x(2) + 4(x) + 4(2)
= x2 + 2x + 4x + 8
= x2 + 6x + 8
Answer: = x2 + 6x + 8
F O I L
2. (x + 6)(x – 3) = x(x) + x(-3) + 6(x) + 6(-3) First Terms: x(x) = x2
Outer Terms: x(-3) = -3x
= x2 -3x + 6x – 18 Inner Terms: 6(x) = 6x
Last Terms: 6(-3) = -18
Combine similar terms: -3x + 6x = 3x
Answer: = x2 + 3x – 18
Take Note: The distributive property and the FOIL method can be used to find the product of
two binomials. In the FOIL Method, F stands for the FIRST terms, O for OUTER terms, I
63
stands for the INNER terms and L for the LAST terms. In multiplying polynomials, the last
step is to combine similar terms, a polynomial is only simplified when there are no more
similar terms in the product.
Sit back, relax…enjoy answering this activity…
Activity 1 Fill – In the Figure: Use the distributive property to multiply the
monomial found in the center by each monomial on each side (Please
follow the arrow). Write your answer inside the figure. (Monomial by
another Monomial)
1.
2.
64
Activity 2
Discover Me. Using the FOIL Method, find the correct term in each
blank to make the solution correct, then write the product on the space provided for.
(Binomial by another Binomial)
1. (7x – 4)(x + 4 Example:

= 7x2 (x
+ – 1)(2x +- 3)
4x=– 2x
162 + 3xAnswer:
- 2x - =
3
Answer: = 2x2 + x – 3
2. (5k + 1)(2k – 6) = 10k2 – 30k + -6 Answer: =
3. (8y + 3)(y + 2) = + 16y + 3y + 6
Answer: =
4. (4n + 5)(5n – 2) = 20n2 – + 25n – 10
Answer: =
5. (3p – 6)(p – 3) = 3p2 – 9p – 6p +
.
Answer: =
Tell Me How…Refer to question number 5 to answer the following questions below.
a. What is the product of the first term?
b. What is the product of the outer term?
c. What is the product of the inner term?
d. What is the product of the last term?
e. Do you see any similar terms? What are they?
f. What is the result when you combine them.
g. What is the final answer?
Activity 3 It’s Good to be Simple. Use the distributive property(Part A & B) to find
the product of each polynomial. (Monomial by a Polynomial)
A.
1. x(x2 + 4x – 8) 4. x2y(6xy2 + xy – 2)
Example: 8x(x2 + 3x – 2)
2. 2x(7x2 – x + 3) 5. x(9x2 – x + 3) = 8x(x2) + 8x(3x) + 8x(-2)
= 8x3 + 24x2 – 16x (answer)
3. 3y(4y2 – 2y + 6)
B. Re – arrange the jumbled terms(product) to get the correct order of the product and write
your answer on the space provided.
Polynomial Jumbled product Answer
6. –a (2a + 3ab – 9)
2
9a – 3a b – 2a
2 2 3
7. 4g(6g3 – 2g + 1) -8g2 + 24g4 + 4g

8. 5k(k + k – 3)
2
5k3 – 15k + 5k2
9. 7c(3c2 – 13c + 7) -91c2 + 21c2 + 49
10. 3m(m + 5m – 8)
2
3m3 – 24m + m2
65
Activity 4 My Drop Box. Complete the problems. Put your answer on the box.
Problem My Solution My Answer

1. The length of a rectangle is
(2x – 3), its width is (x + 7).
Find the area of the
rectangle.(Note: A = l x w)
2. The speed of a bicycle is
given by the polynomial (x2 -
8x + 12). The time
consumed by the bicycle to
cover a certain distance is
(3x). Find the distance
travelled by the bicycle.
(Note: distance(d) =
speed(s) x time(t).
3. You bought 3 dozen of eggs.
If 1 dozen costs (4x + 7)
How much did you pay to
the cashier?
Rubrics for rating the Output

Rubrics Descriptions
Score
4 The problem is properly solved with appropriate mathematical concepts used
in the solution and a correct final answer is obtained.
3 The problem is properly solved with appropriate mathematical concepts
partially used in the solution and a correct final answer is obtained.
2 The problem is not properly solved other alternative mathematical concepts
are used in the solution and a correct final answer is obtained.
1 The problem is not properly solved by the solution presented and the final
answer is incorrect.
Reflection
Complete this statement:
What I have learned in this activity
References
1. Callanta, Melvin T.(2015). Mathematics 10 Learners Module
2. Oronce, Orlando A. et al ( 2012). Mathematics 7 e-Math
66
3. https://www.shelovesmath.com/algebra/intermediate-algebra/introduction-to-
polynomials/
4. https://courses.lumenlearning.com/boundless-algebra/chapter/introduction-to-
polynomials/
5. https://www.mathsisfun.com/algebra/polynomials-multiplying.html
Answer Key
Activity 1 Activity 2 Activity 3 Activity 4

1. -60x2 1.28x 1.x3 + 4x2 + 8x 1.A = l x w
7x2 + 24x -16 = (2x -3)(x + 7)
= 2x2 + 11x -21
2. 60x2 2.2k 2.14x3 – 2x2 + 6x 2.d=s(t) or
10k2 – 28k - 6 d = t(s)
= 3x(x2 – 8x + 12)
3. 35x2 3.8y2 3.6x3y3 + x2y2 – 2x2y 3.3(4x + 7)
8y2 + 19y + 6 = 12x + 21
4. -45x 2
4.8n 4.9x3 – x2 + 3
20n2 – 17n -10
5. 20x 2
5.18 5.12y3 – 6y2 + 18y
3p – 15p + 18
2
6. 10x2 6.-2a3 -3a3b + 9a2

Questions 7.24g4 – 8g2 + 4g
1. 21x3y2 a. 3p2 8.5k3 + 5k2 - 15
2. 15x4 b. -9p 9. 21c2 – 91c2 + 49
3. –6x3y c. -6p 10. 3m3 + 15m2 – 24m
4. -36x3 d. -15p
5. 3x5y2 e. -9p & -6p
6. 3x4 f. 3p2 – 15p + 18
Prepared by
Ofelia V. Caguin
Cabulay High School
Santiago City
67
MATHEMATICS 7
Name of learner : Grade Level
Section : Date :

Division of Polynomials
Background Information for Learners :

A. Division of monomials
Recall the
𝒙𝒎
quotient rule for exponents:
𝑚 if x is nonzero and m and
𝑚 n are positive integers, then
= xm-n , when m > n , 𝑥 = 1 ,when m < n , 𝑥 = 𝑥0 or ,when m = n
𝒙𝒏 𝑥𝑛 𝑥𝑚−𝑛 𝑥𝑛
In other words, when dividing two expressions with the same base, we subtract the exponent
of the denominator from the exponent of the numerator . This rule applies when dividing a
monomial by a monomial. We will assume that all variables in the denominator are nonzero,
8
Example 1. Divide 36𝑥
4𝑥3
Solution :Divide the coefficients and subtract the exponents of the variable x.
36𝑥8 36 9−3
4𝑥3 = 4 𝑥
7 5
= 9x6
48𝑥 𝑦
Example 2 : Divide
6𝑥5𝑦3
Solution: Divide the coefficients and apply the quotient rule by subtracting the exponents of
the like bases.
48𝑥7𝑦6 48 7−5 6−2

6𝑥5𝑦3 = 6 𝑥 𝑦
= 8𝑥2𝑦4
When dividing a polynomial by a monomial, divide each term in the polynomial by the
monomial ,and then write each fraction in lowest terms. If a, b, and c are integers and c is not
zero, then
𝑎+𝑏 𝑎 𝑎−𝑏 𝑎
= addition = 𝑏 subtraction
+
𝑏 -
𝑐 𝑐 𝑐 𝑐 𝑐 𝑐
Example 3 Divide 24b3 + 16b2 - 8b by 2b

Solution : Divide each term of the polynomial by 2,then write the quotient in lowest terms.
24𝑏3+16𝑏2−8𝑏 24𝑏3 16𝑏2 8𝑏

2𝑏 = 2𝑏 + 2𝑏 - 2𝑏
= 12𝑏2 + 8b – 4
68
B. Division of polynomials
The process for dividing one polynomial by another is very similar to that for dividing one
number by another. Use the long division in dividing polynomials by
3 2
3𝑦 +11𝑦 +5𝑦−3
Example 4 : Divide
𝑦+3
Solution :
𝑦+3 3𝑦3 + 11𝑦2 + 5𝑦 − 3 Express …..
Divide 3𝑦3 by y
Multiply y + 3 by 3𝑦2
Subtract 3𝑦3 + 9𝑦2 from

3𝑦3 + 11𝑦2
Bring down 5y
Divide 2𝑦2 by y
Multiply y+ 3 by 2y
5𝑦 Subtract 2𝑦2 + 6𝑦 from 2𝑦2 +
Bring down - 3
Divide -y by y
69
Multiply y + 3 by -1
Subtract -y -3 from -y- 3
The quotient is 3𝑦2 + 2𝑦 − 1 and the remainder is 0.

Multiplies and divides Polynomials M7AL-IIe-2
Activity 1 SOLO FLIGHT

Direction : Find the quotient.
20𝑎8
1. 4𝑎3 14𝑝6+20𝑝
6. 2𝑝
−45𝑦7
2. 5𝑦5 56𝑋9𝑌6−32𝑥8𝑦5
7. 8𝑥3𝑦4
18𝑥4𝑦2
3. 9𝑥𝑦 126𝑔9ℎ4𝑖5+72 𝑔6ℎ3𝑖4
8. −9𝑔10ℎ2𝑖3
35𝑎5𝑏3𝑐2
4. 7𝑎2𝑏2𝑐 225𝑚6𝑛6−135𝑚4𝑛3+45𝑚3𝑛3
9. 15𝑚3𝑛3
−60𝑑7𝑒4
5. −6𝑑5𝑒2 −112𝑥7𝑦8𝑧5+96𝑥6𝑦4𝑧6−144𝑥5𝑦9𝑧7+48𝑥4𝑦6𝑧8
10. 16𝑥4𝑦4𝑧4
70
Activity 2 WANT A PAIR
Direction: Match column A with the correct quotient in column B.
Column A Column B
1. (𝑥2 + 2𝑥 − 15 ÷ ( x – 3) a. 6𝑏2 + 1
2. (𝑦2 − 6𝑦 + 8) ÷ ( y – 4) b. 5m -2n
3. (20𝑎2 − 11𝑎 − 4) ÷ ( 4a + 1) c. 2𝑚2 − 3𝑛
4. (15𝑚2 − 𝑚𝑛 − 𝑛2) ÷( 3m + n) 2
d. 12𝑦 − 10𝑦 − 15
5. (6𝑏3 + 42𝑏2 + 𝑏 − 7) ÷( b – 7 ) e. 2ab + 8
6. (14𝑎2𝑏2 + 46𝑎𝑏 − 40) ÷ ( 7ab – 5 ) f. y -2
7. (18𝑚4 − 21𝑚2𝑛 − 9𝑛2) ÷ ( 9𝑚2 + 3𝑛) g. x + 5
8. (66𝑑6 + 74𝑑3 − 20) ÷ (6𝑑3 − 4) h.6𝑥2 + 𝑥 − 1
9. (12𝑦4 − 46𝑦3 − 15𝑦2 + 30𝑦 − 45)÷ ( 𝑦2 + 3) i 11𝑑3 + 5
10. (18𝑥3 + 15𝑥2 − 𝑥 − 2)÷ ( 3𝑥 + 2) j.5a-4
Activity 3: Will you Crack your Head?
Problem Solving : Solve each problems.
1. What is the quotient if 45𝑥3 − 3𝑥2 + 14𝑥 − 8 is divided by 5x – 2?
2. Ronie add his grade for the first grading and obtain 36𝑥2 + 69𝑥 + 30.What is his
average grade if he has 4x +5 subjects?
3. What quotient is obtained if 90𝑎2𝑏2 − 17𝑎𝑏 − 56 is divided by 9ab -8
4. When you find the product of 14x + 1 and 6x + 4 divided by 14x + 2.What is the
quotient?
5. One factor of 40𝑦2 − 111𝑦 − 77 𝑖𝑠 8𝑦 − 11.What is the other factor?
6. An encoder earns 𝑥𝑦2 + 𝑥2𝑦2 + 𝑥𝑦3 for working xy hours.How much does she earns
per hour?
7. The product of 19𝑎4𝑏3𝑐5 and a certain monomial is513𝑎8𝑏7𝑐9.Find the missing
monomial.
8. What should be divided to 45𝑎6𝑏4 + 12𝑎5𝑏3 − 27𝑎3𝑏2 − 8𝑎2𝑏 + 6 to obtain
15𝑎3𝑏2 + 4𝑎2𝑏 − 3?
9. What is the other factor of 50𝑥2𝑦2 − 75𝑥𝑦 + 27 divided by 5xy – 3
10. Find the quotient of 35𝑦2 + 12𝑦 − 32 and 5y -4?
Rubrics for Scoring:
Rubrics Score Performance

4 Students are outstanding at performing division on polynomials
including long division
3 Students are good at performing division on polynomials including long
division with minor errors
2 Students perform division on polynomials including long division but
with significant error
1 Students perform division on polynomials including long division but
fail to finish the solution
71
Reflection
1. How would you relate the procedure in dividing whole numbers to the procedures for
dividing a polynomial by another polynomial?
References
1. Learner’s Module
Grade 7 Math Lesson 24: Dividing polynomials
2. Book : e – Math edition 2012 revised edition 2015 by Orlando A. Oronce and Marilyn O
Mendoza.
MSA – Intermediate Algebra , by Merle S. Alferez, Ma.Cecilia A. Duro

3. Rubrics in Mathematics : A collection of Assessment Pointers and Guidelines by Evelyn F.
Zara
Answer Key
Activity 1
1 5𝑎5 6. 7𝑝4 + 10
2 −9𝑦2 7. 7𝑥6𝑦2 − 4𝑥5𝑦
−14ℎ2𝑐2 8ℎ𝑖
3 2𝑥3𝑦 8. 𝑔 + 𝑔4
4 5𝑎3𝑏𝑐 9. 15𝑚3𝑛3 − 9𝑚𝑛 + 3
5 10𝑑2𝑓2 10. −7𝑥3𝑦4𝑧 + −9𝑥𝑦5𝑧3 − 3𝑦2𝑧4
72
Activity 2
1. g
2. f
3. j
4. b
5. a
6. e
7. c
8. i
9. d
10. h
Activity 3
1. 9𝑥2 + 3𝑥 + 4
2. 9x + 6
3. 10ab +7
4. 6x + 5 4𝑥 10
14𝑥+2
5. –5y – 7
6. y + xy +𝑥2
7. 27𝑎4𝑏3𝑐4
8. 3𝑎3𝑏2 − 2
9. 10xy – 9
10. 6d + 5 - 3𝑑
22
Prepared by:
ALELI C.VALERIANO
Teacher – III
Cabulay High School
73
MATHEMATICS 7
Section: Date:

Special Products
Background Information for Learners:

In the previous lesson, you learned and applied the rules and procedures in finding the
products of algebraic expressions. In this lesson, you will familiarized yourself with certain
products of algebraic expressions that occur frequently and show patterns in their solutions,
which are commonly called special products.
By recognizing these special products and applying the corresponding special formulas,
we will be able to shorten our procedures and contribute to the speed and accuracy of
algebraic computations.
The most common types of special products to be discussed here are the a. product of
two binomials, b. product of the sum and difference of two terms, c. square of a binomial, d.
cube of a binomial, and e. product of a binomial and trinomial.
A detailed discussion of the steps and procedures, using illustrative examples, in

applying the special product formulas are presented here in simplified form. The product
obtained can be verified by performing the multiplication rules and procedures.
A. Product of two binomials

To find the product of two binomials, follow the steps/ procedures below.
1. Multiply the first terms of the two binomials.
2. Find the sum of the products of the two outer terms and the two inner terms of
the binomials.
3. Multiply the second terms of the binomials.
In symbols, we shall have:
(𝒂𝒙 + 𝒃𝒚)(𝒄𝒙 + 𝒅𝒚) = 𝒂𝒄𝒙𝟐 + (𝒂𝒅 + 𝒃𝒄)𝒙𝒚 + 𝒃𝒅𝒚𝟐
Example 1. (3𝑥 + 2𝑦)(2𝑥 + 3𝑦) = 6𝑥2 + (9 + 4)𝑥𝑦 + 6𝑦2

= 6𝑥2 + 13𝑥𝑦 + 6𝑦2
Example 2. (3𝑥 − 2)(5𝑥 − 13) = 15𝑥2 − 49𝑥 + 26
Example 3. (0.3𝑥2 − 0.05𝑦)(0.4𝑥2 + 0.02𝑦) = 0.12𝑥4 − 0.014𝑥2𝑦 − 0.001𝑦2
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B. Product of the sum and difference of two terms
The product of the sum and the difference of two terms may be obtained by following the
Steps/procedures below.
1. Multiply the first terms of the two binomials.
2. Multiply the second terms of the binomials, placing minus sign between the terms.
In symbols, we shall have:
(𝒂 + 𝒃)(𝒂 − 𝒃) = 𝒂𝟐 − 𝒃𝟐
Example 1. (3𝑥 + 2𝑦)(3𝑥 − 2𝑦) = 9𝑥2 − 4𝑦2

Example 2. (3𝑎 − 𝑏)(3𝑎 + 𝑏) = 9𝑎2 − 𝑏2
3 1 3 1 9 1
Example 3.( 𝑥2 + 𝑦) ( 𝑥2 − 𝑦) = 𝑥4 − 𝑦2
5 4 5 4 25 16
C. Square of a binomial
The square of a binomial is obtained by following the steps/procedures shown below.
1. Square the first term of the binomial.
2. Multiply the product of the 2 terms by 2.
3. Square the second term of the binomial.
Thus, we shall have:

(𝒂 + 𝒃)𝟐 = 𝒂𝟐 + 𝟐𝒂𝒃 + 𝒃
𝟐 (𝒂 − 𝒃)𝟐 = 𝒂𝟐 − 𝟐𝒂𝒃 + 𝒃𝟐
Example 1.(𝑥 + 2𝑦)2 = 𝑥2 + 2(𝑥)(2𝑦) + 4𝑦2

= 𝑥2 + 4𝑥𝑦 + 4𝑦2
Example 2. (2𝑎2 − 3𝑏3)2 = 4𝑎4 + 2(2𝑎2)(−3𝑏3) + 9𝑏6

= 4𝑎4 − 12𝑎2𝑏3 + 9𝑏6
Example 3. (3𝑥 − 7𝑦)2 = 9𝑥2 + 2(3𝑥)(−7𝑦) + 49𝑦2

= 9𝑥2 − 42𝑥𝑦 + 49𝑦2
D. Cube of a binomial
When we say binomial this is a polynomial with two terms. These terms are separated
by operation + and -. Example 𝑥 + 1, 2𝑥 − 3, 𝑎𝑛𝑑 𝑥2 + 5. While cube of a binomial are (𝑥 +
2)3, (𝑥 − 3)3, (3𝑥 + 4)3, 𝑎𝑛𝑑 (2𝑥2 − 3𝑦)3, the binomials are all raised into 3. To get the cube
of a number for instance 23 = (2)(2)(2) = 8 ; 33 = (3)(3)(3) = 27; (2𝑏)3 = (2𝑏)(2𝑏)
(2𝑏) = 8𝑏3, to get the cube of a number or expression is to multiply the number or expression
by itself three times. The product of cubing a number or expression are perfect cubes.
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In long hand method of multiplying for example find the product of (𝑥 + 3)3
Solution:
(𝑥 + 3)3 = (𝑥 + 3)(𝑥 + 3)(𝑥 + 3) Expand the binomial
= (𝑥 + 3)(𝑥 + 3) 2
Express the two binomials
as square of a binomial
= (𝑥 + 3)(𝑥 + 6𝑥 + 9)
2
squaring the binomial
= 𝑥(𝑥2 + 6𝑥 + 9) + 3(𝑥2 + 6𝑥 + 9) Distributive property
= 𝑥 + 6𝑥 + 9𝑥 + 3𝑥 + 18𝑥 + 27
3 2 2
Distributive property
= 𝑥3 + 9𝑥2 + 27𝑥 + 27 Combining like terms
Using the rule in a cube of a binomial:
(𝑎 + 𝑏) = (𝑎)3 + 3(𝑎)2(𝑏) + 3(𝑎)(𝑏)2 + (𝑏)3
(𝑎 − 𝑏) = (𝑎)3 + 3(𝑎)2(−𝑏) + 3(𝑎)(−𝑏)2 + (−𝑏)3
= 𝑎3 − 3𝑎2𝑏 + 3𝑎𝑏2 − 𝑏3
Where a is the first term and b is the second term.
Cube of a First term Second tem Third term Fourth term
binomial
cube of the first thrice the thrice the the cube of the
term of the product of the product of the second term of
binomial square of the first term and the binomial
first term and the square of the
the second term second term
(𝑎 + 𝑏)3 𝑎3 3(𝑎2)(𝑏) 3(𝑎)(𝑏2) 𝑏3 3

(𝑎 − 𝑏)3 𝑎3 3(𝑎2)(−𝑏) 3(𝑎)(−𝑏)2 (−𝑏)
Thus, cube of a binomial
(𝒂 + 𝒃) = 𝒂𝟑 + 𝟑𝒂𝟐𝒃 + 𝟑𝒂𝒃𝟐 + 𝒃
𝟑 (𝒂 − 𝒃) = 𝒂𝟑 − 𝟑𝒂𝟐𝒃 + 𝟑𝒂𝒃𝟐 − 𝒃𝟑
Example 1: Find the product of (𝑥 − 3)3

Solution: (𝑥 − 3)3 = (𝑥)3 + 3(𝑥)2(−3) + 3(𝑥)(−3)2 + (−3)3
=𝑥3 − 9𝑥2 + 27𝑥 − 27
Example 2: Find the product of (2𝑚 + 3𝑛)3

Solution: (2𝑚 + 3𝑛)3 = (2𝑚)3 + 3(2𝑚)2(3𝑛) + 3(2𝑚)(3𝑛)2 + (3𝑛)3
= 8𝑚3 + 36𝑚2𝑛 + 54𝑚𝑛2 + 27𝑛3
Example 3: Find the product (3𝑑2 + 7𝑒)3

Solution: (3𝑑2 + 7𝑒)3 = (3𝑑2)3 + 3(3𝑑2)2(7𝑒) + 3(3𝑑2)(7𝑒)2 + (7𝑒)3
= 27𝑑6 + 189𝑑4𝑒 + 441𝑑2𝑒2 + 343𝑒3
E. Product of a binomial and a trinomial

The product of a binomial and a trinomial. A binomial is a polynomial with two terms
separated by + and -. Example 𝑥 + 1, 𝑦2 − 2𝑥, 𝑥3 + 4, 𝑎𝑛𝑑 2𝑏 − 3𝑐. A trinomial is a
polynomial with three terms separated by + and -. Example 𝑥2 + 4𝑥 + 3, 𝑥2 − 5𝑥 −
6, 𝑎𝑛𝑑 9 − 6𝑦 + 𝑦2.
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In getting the product of a binomial and a trinomial there are relations to consider: In
the case of (𝑎 + 𝑏)(𝑎2 − 𝑎𝑏 + 𝑏2) the product is 𝑎3 + 𝑏3 without doing the long
multiplication. Inspect the factors and their relations. The relation of the first factor (𝑎 + 𝑏) to
the second factor (𝑎2 − 𝑎𝑏 + 𝑏2). When the first term of the first factor is squared the product
is the first term of the second factor. The middle term of the second factor is the negative
product of first and second term of the first factor. The last term of the second factor the
square of the last term of the first factor. Hence, the product of (𝑎 + 𝑏)(𝑎2 − 𝑎𝑏 + 𝑏2) is 𝑎3
+ 𝑏3. Let us prove these relations algebraically.
(𝑎 + 𝑏)(𝑎2 − 𝑎𝑏 + 𝑏2) = 𝑎(𝑎2 − 𝑎𝑏 + 𝑏2) + 𝑏(𝑎2 − 𝑎𝑏 + 𝑏2)
= (𝑎3 − 𝑎2𝑏 + 𝑎𝑏2) + (𝑎2𝑏 − 𝑎𝑏2 + 𝑏3)
= 𝑎3 − 𝑎2𝑏 + 𝑎𝑏2 + 𝑎2𝑏 − 𝑎𝑏2 + 𝑏3
= 𝑎3+0+0+ 𝑏3
= 𝑎3+ 𝑏3
Thus, (𝑎 + 𝑏)(𝑎2 − 𝑎𝑏 + 𝑏2) = 𝑎3+ 𝑏3 , the product is special.
The same with in the case of (𝑎 − 𝑏)(𝑎2 + 𝑎𝑏 + 𝑏2) the product is 𝑎3 − 𝑏3. Inspect the
factors and their relations. The relation of the first factor (𝑎 − 𝑏) to the second factor
(𝑎2 + 𝑎𝑏 + 𝑏2). When the first term of the first factor is squared the product is the first term
of the second factor. The middle term of the second factor is the positive product of first and
second term of the first factor. The last term of the second factor the square of the last term of
the first factor. Hence, the product of (𝑎 − 𝑏)(𝑎2 + 𝑎𝑏 + 𝑏2) is 𝑎3 − 𝑏3.
Let us prove these relations algebraically.

(𝑎 − 𝑏)(𝑎2 + 𝑎𝑏 + 𝑏2) = 𝑎(𝑎2 + 𝑎𝑏 + 𝑏2) + (−𝑏)(𝑎2 + 𝑎𝑏 + 𝑏2)
= (𝑎3 + 𝑎2𝑏 + 𝑎𝑏2) + (−𝑎2𝑏 − 𝑎𝑏2 − 𝑏3)
= 𝑎3 + 𝑎2𝑏 + 𝑎𝑏2 − 𝑎2𝑏 − 𝑎𝑏2 − 𝑏3
= 𝑎3+0+0 - 𝑏3
= 𝑎3- 𝑏3
Thus,
(𝒂 − 𝒃)(𝒂𝟐 + 𝒂𝒃 + 𝒃𝟐) = 𝒂𝟑- 𝒃𝟑 (𝒂 + 𝒃)(𝒂𝟐 − 𝒂𝒃 + 𝒃𝟐) = 𝒂𝟑+ 𝒃
𝟑
Example 1: Multiply (2𝑚 + 3𝑛)(4𝑚2 − 6𝑚𝑛 + 9𝑛2)

Solution:
Check if the product is special. Inspect the factors, square the first term of the first
factor that is (2𝑚)2 = 4𝑚2, the first term of the second factor. Multiply the first and second
term of first factor (2𝑚)(3𝑛) = 5𝑚𝑛, the operation between the two term of the first factor
is + so the sign of the middle term of the second factor must be - , so the middle term is
−6𝑚𝑛. Then square the last term of the first factor (3𝑛)2 = 9𝑛2, this is the last term of the
second factor. Since, the factors satisfy the relations the product of (2𝑚 + 3𝑛)(4𝑚2 −
6𝑚𝑛 + 9𝑛2) is
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special. Just get the cube of the first factor the binomial (2𝑚)3 = 8𝑚3 and the cube of the
second term (3𝑛)3 = 27𝑛3. Thus, (2𝑚 + 3𝑛)(4𝑚2 − 6𝑚𝑛 + 9𝑛2) = 8𝑚3 + 9𝑛3
Checking: Apply distributive property
(2𝑚 + 3𝑛)(4𝑚2 − 6𝑚𝑛 + 9𝑛2) = 2𝑚(4𝑚2 − 6𝑚𝑛 + 9𝑛2) + 3𝑛(4𝑚2 − 6𝑚𝑛 + 9𝑛2)
= (8𝑚3 − 12𝑚2𝑛 + 18𝑚𝑛2) + (12𝑚2𝑛 − 18𝑚𝑛2 + 27𝑛3)
= 8𝑚3 − 12𝑚2𝑛 + 18𝑚𝑛2 + 12𝑚2𝑛 − 18𝑚𝑛2 + 27𝑛3
= 8𝑚3 + 0 + 0 + 27𝑛3
= 8𝑚3 + 27𝑛3
Example 2. Multiply (𝑑 − 4)(𝑑2 + 2𝑑 + 16)

Solution:
Check the product if that is special. Square the first term of the binomial (𝑑)2 = 𝑑2,
that is the first term of the second factor (the trinomial) . Multiply the first and second term
of the first factor (𝑑)(−4) = −4𝑑, so the middle must be the positive product 4𝑑 but the
middle term is 2𝑑. Then, discontinue the process because the middle did not satisfy the
relation of the factors so the product is not special. Instead apply distributive property.
(𝑑 − 4)(𝑑2 + 2𝑑 + 16) = 𝑑(𝑑2 + 2𝑑 + 16) − 4(𝑑2 + 2𝑑 + 16)

= 𝑑3 + 2𝑑2 + 16𝑑 − 4𝑑2 − 8𝑑 − 64
= 𝑑3 − 2𝑑2 + 8𝑑 − 64
1 1 4
Example 3.Find the product of ( 𝑚 + 2 1 2 − 𝑚 + )
2 3)( 4 𝑚 3 9
Solution:
Check if the
1 1
product is special. Inspect the factors, square the first term of the first factor
that is( 𝑚)2 = 2, the first term of the second factor. Multiply the first and second term of
2
𝑚
1 4 2 1
first factor ( 𝑚) ( ) = 𝑚, the operation between the two term of the first factor is + so the
2 3 3
1
sign of the middle term of the second factor must be - , so the middle term − Then square
is 𝑚
6
2 4
the last term of the first factor ( )2 = , this is the last term of the second factor. Since, the
3 9
factors satisfy the relations the product of
1 1
( 𝑚 + 2 1 2 − 𝑚 + 4) is special.
2 3)( 4 𝑚 3 9
1 1 1 2
( 𝑚 + 2 1 𝑚2 − 𝑚 + 4) = ( 𝑚)3 + ( )3
2 3)( 4 3 9 2
1 3 8
3
= 𝑚 +
8 27

1
( 𝑚 + 2) (1 1 4 1 1 1 4 2 1 4
2
− 𝑚 ) = ( 𝑚) ( 𝑚2 − 𝑚 1 𝑚2 − 𝑚 + 9)
𝑚2 9 4 )+( )(
3 4 +3 +3 9 3 3
2 4
=1𝑚 −
8 3 1𝑚 2+ 2+ 1𝑚 2− 2 𝑚 + 8
6 9
8 6 9 27
=1 𝑚3 + 0 + 0 +
8 27
8
= 1 𝑚3 +
78
8 27
1 2 1 1 4 8
Therefore, the product of ( 𝑚 + ) ( 𝑚2 − 𝑚 + ) is 1
𝑚3 + .
2 3 4 3 9 8 27
79
Example 4. What is the product of (2𝑏2 − 3𝑑4)(4𝑏4 + 6𝑏2𝑑4 + 9𝑑8)?
Solution:
Check if the product is special. Inspect the factors, square the first term of the first
factor that is (2𝑏2)2 = 4𝑏4, the first term of the second factor. Multiply the first and second
term of first factor (2𝑏2)(−3𝑑4) = −6𝑏2𝑑4, the operation between the two term of the first
factor is
- so the sign of the middle term of the second factor must be + , so the middle term is +6𝑏2𝑑4.
Then square the last term of the first factor (3𝑑4)2 = 9𝑑8, this is the last term of the second
factor. Since, the factors satisfy the relations the product of
(2𝑏2 − 3𝑑4)(4𝑏4 + 6𝑏2𝑑4 + 9𝑑8) is special.
(2𝑏2 − 3𝑑4)(4𝑏4 + 6𝑏2𝑑4 + 9𝑑8) = (2𝑏2)3 + (−3𝑑4)3
= 8𝑏6 − 27𝑑12
(2𝑏2 − 3𝑑4)(4𝑏4 + 6𝑏2𝑑4 + 9𝑑8)
= (2𝑏2)(4𝑏4 + 6𝑏2𝑑4 + 9𝑑8) − 3𝑑4(4𝑏4 + 6𝑏2𝑑4 + 9𝑑8)
= 8𝑏6 + 12𝑏4𝑑4 + 18𝑏2𝑑8 − 12𝑏4𝑑4 − 18𝑏2𝑑8 − 27𝑑12
= 8𝑏6 + 0 + 0 − 27𝑑12
= 8𝑏6 + 0 + 0 − 27𝑑12
= 8𝑏6 − 27𝑑12
Therefore, the product of (2𝑏2 − 3𝑑4)(4𝑏4 + 6𝑏2𝑑4 + 9𝑑8) is 8𝑏6 − 27𝑑12.
Most Essential Learning Competency:

The learner will use models and algebraic methods to find: (a) product of two binomials;
(b) product of the sum and difference of two terms; (c)
square of a binomial; (d) cube of a binomial; (e) product of binomial and a trinomial.
(M7AL- IIe-g-1)
Directions:
Find the products of the given algebraic expressions, use separate sheets of paper for the
solutions.
Exercise 1.
Product of two binomials
Find the products of the following:
1. (𝑥 − 2)(3𝑥 + 3)
2. (3𝑥 − 2)(4𝑥 + 4)
3. (4𝑥 − 1)(𝑥 − 2)
4. (𝑥 − 2)(4𝑥 + 1)
5. (2𝑥 + 4)(3𝑥 + 2)
6. (2𝑥 − 1)(2𝑥 − 5)
80
7. (𝑥 − 5)(𝑥 − 3)
8. (3𝑥 + 1)(𝑥 + 2)
9. (𝑥 + 5)(5𝑥 + 2)
10. (𝑥 + 4)(4𝑥 − 2)
Exercise 2.
Product of the Sum and Difference of two terms
Find the products of the following:
1. (𝑥 − 5)(𝑥 + 5)
2. (3𝑥 + 7)(3𝑥 − 7)
3. (4𝑥 − 7)(4𝑥 + 7)
4. (3𝑎 + 𝑏)(3𝑎 − 𝑏)
5. (𝑥 + 15)(𝑥 − 15)
6. (2𝑥2 + 3)(2𝑥2 − 3)
7. (𝑥 − 𝑦)(𝑥 + 𝑦)
8. (𝑎2 + 𝑏2)(𝑎2 − 𝑏2)
9. (2𝑎 + 𝑏)(2𝑎 − 𝑏)
10. (2𝑥 − 3)(2𝑥 + 3)
Exercise 3.
Square of a binomial
Find the square of the following:
1. (𝑎 − 𝑥)2
2. (3𝑎 − 2𝑏)2
3. (𝑎2 + 𝑏2)2
4. (2𝑥2 − 3𝑦2)2
5. (2m −5𝑛3)2
6. (2𝑎 − 3𝑏)2
7. (2𝑥 − 𝑦)2
8. (2𝑚 − 3𝑛)2
9. (3𝑎 + 𝑏)2
10. (2𝑥 − 3)2
Exercise 4.
Cube of a binomial
I. Directions: Find the product of the following
binomials. 1. (𝑥 + 5)3
2. (2𝑏 − 7𝑑)3
3. (𝑚2 − 2𝑛)3
4. (4𝑝2 + 3𝑡2)3
5. (6ℎ + 8)3
81
II. Trivia Question: “Who is the mathematician who wrote the cube of a number x
as xxx?”
Directions: To answer the question, find the product of each cube of a binomials. To
decode the answer shade the box/es that corresponds the letter of your answer. The unshaded
letters correspond the name of the mathematician.
1. (𝑏 − 4𝑑)3 6. 1
( 𝑚+1 3
2. (3𝑏2 − 𝑑)3 7. 2 3)
1 3
( 𝑚 − 2)
4
3. (2𝑎 + 2𝑑2)3 8. (𝑚2 − 𝑛)3

4. (5𝑑 + 8)3 9. (9𝑚 + 3𝑛)3
5. (6𝑎 − 7)3 10. (𝑚 + 𝑛2)3
P T E H
𝑏 − 12𝑏2𝑑
3
𝑏 + 12𝑏2𝑑
3
216𝑎 − 756𝑎2
3
216𝑎 + 756𝑎2
3
+ 48𝑏𝑑2 − 64𝑑3 + 48𝑏𝑑2 + 64𝑑3 + 882𝑎 − 343 − 882𝑎 − 343
O M Y N
64𝑎3 + 24𝑎2𝑑2 27𝑏6 − 27𝑏4𝑑 8𝑎3 + 24𝑎2𝑑2 27𝑏6 − 27𝑏4𝑑
− 24𝑎𝑑4 + 16𝑑6 + 27𝑏2𝑑2 − 3 + 24𝑎𝑑4 + 8𝑑6 + 9𝑏2𝑑2 − 3
A S B H
625𝑑 + 800𝑑2 3
125𝑑 − 600𝑑2 3
125𝑑 + 600𝑑2
3
216𝑎 + 756𝑎2
3
+ 690𝑑 + 125 + 960𝑑 − 512 + 960𝑑 + 512 − 882𝑎 − 343
P F A R
𝑏 − 12𝑏2𝑑
3
𝑚 − 3𝑚4𝑛
6
625𝑑 + 800𝑑2
3
27𝑚 − 9𝑚4𝑛
6
+ 48𝑏𝑑2 − 64𝑑3 + 3𝑚2𝑛2 − 𝑛3 + 690𝑑 + 125 + 27𝑚2𝑛2 − 𝑛3
D R L I
1 1 1 1 1
𝑚 + 3
𝑚 +2
𝑚 27𝑚 − 9𝑚4𝑛
6
𝑚 + 3𝑚2𝑛2
3
𝑚 +
3
𝑚2
8 4 6 + 27𝑚2𝑛2 − 𝑛3 + 3𝑚𝑛4 + 𝑛6 64 144
+ 1 + 1 𝑚+ 1
27 108 27
C O M T
1 3 2
𝑚 − 𝑚 + 3𝑚3 64𝑎3 + 24𝑎2𝑑2 729𝑚3 + 729𝑚2𝑛 𝑏3 + 12𝑏2𝑑
64 8 − 24𝑎𝑑4 + 16𝑑6 + 243𝑚𝑛2 + 27𝑛3 + 48𝑏𝑑2 + 64𝑑3
−8
DECODER: Hint, write the letters consecutively on the blanks below.
82
III. Solve the given situation.
Mario has a cubical water tank. He wants to fill the tank. What is the volume of the
tank if the edge measures 5𝑥4 + 7𝑦 ft?
5𝑥4 + 7𝑦 ?
Questions:
1. What is the formula for the volume of a cube?
2. What is the volume of the water tank?
3. How many cubic ft. the water tank can hold If x = 2 and y = 3?
4. How long can a pipe fill the water tank if the pipe can fill 20000 cubic ft
per minute?
Exercise 5.
Product of a binomial and a trinomial
I. Directions: Determine if the product of the binomial and trinomial is of the form 𝑎3 ± 𝑏3
then write special, if not write correct trinomial or binomial.
1.(𝑝 + 2𝑡)(𝑝2 − 2𝑝𝑡 + 4𝑡2)
2.(4𝑑 − 3)(16𝑑2 + 12𝑑 + 9)
3.(5𝑛 + 6)(25𝑛2 + 30𝑛 + 36)
4.(3𝑟 − 4𝑠)(9𝑟2 − 12𝑟𝑠 + 16𝑠2
5. (6ℎ + 8)(36ℎ2 − 48ℎ + 64)
II. CROSS PRODUCT TILE

Directions: Multiply each polynomials, then write your answer in the indicated direction.
Each terms must contain in separate boxes including the + and - .
1 6 8
20
26 31
33 38
45
57 61
83
Cross Down
1. (𝑥 − 3)(𝑥2 + 3𝑥 + 9) 1. (𝑥 + 9)(𝑥2 − 9𝑥 + 81)
6. (2𝑏7 + 3)(4𝑏14 − 6𝑏7 + 9) 6. (2𝑏7 − 11)(4𝑏14 + 22𝑏7 + 121)
20. (13𝑝 + 11)(169𝑝2 − 143𝑝 + 121) 8. (3 − 12𝑚)(9 + 36𝑚 + 144𝑚2
33. (5𝑡2 − 10𝑟4)(25𝑡4 + 50𝑟4𝑡2 + 100𝑟8 ) 26. (4𝑚 − 7𝑛)(16𝑚2 + 28𝑚𝑛 + 49𝑛2)
𝑚 1 2
38. (𝑚 − 1)(𝑚2 + 1
) 31. 2𝑡 − )( 4𝑡 2𝑡 1
( + + )
+
5 5 25 3 4 12 16
9
𝑥3
57. (𝑝8 + 21)(𝑝16 − 21𝑝8 + 441) 45. ( 3
+ )( 𝑥6 3𝑥2 9
4 5 16 − 20 + 25)
3 5 9
61. ( − 𝑏 )( +3 5 + 𝑏10)
5 25 5𝑏
III. Solve the given situation.

Mang Teno wanted to plant pechay in a wooden rectangular prism he made. If
the dimension of the prism are (2𝑏 + 7𝑑)𝑚, (𝑏 + 𝑑)𝑚, 𝑎𝑛𝑑 (3𝑏 + 4)𝑚. How much soil
he needs to fill the prism.
𝑏+𝑑
3𝑏 + 4
2𝑏 + 7𝑑
Questions:
1. What is the formula for the volume of a rectangular prism?
2. What is the volume of the rectangular prism?
3. How much soil he needed to fill the prism , If b = 4 and d= 5?
Reflection:
1. How did you find the solutions of the given algebraic expressions?
2. What mathematics concepts or principles did you apply in finding the
solutions? Explain how you applied these.
3. How would you describe the solutions obtained?
4. How did you find the lesson and activities? Why?
5. Can you give at least 3 examples of cube of a binomial.
84
6. How are these concepts important in your daily life?
85
References
1. Partible,Fe G. et al. (2013) College Algebra. Mutya Publishing House, INC.
pp. 41-42
2. Malvar, Michael B. et al.(2017) Math Made Easy . Salinlahi Publishing House,
INC. p.75
3. Orines, Fernando B. et al. (2013) Next Century Mathematics 8.
Phoenix Publishing House, Inc. pp. 24-26.
Answer Key:
Exercise 1.
Product of two binomials
1. 3𝑥2 − 3𝑥 − 6
2. 12𝑥2 − 5𝑥 − 2
3. 4𝑥2 − 9𝑥 + 2
4. 4𝑥2 − 7𝑥 − 2
5. 6𝑥2 + 16𝑥 + 8
6. 4𝑥2 − 12𝑥 + 5
7. 𝑥2 − 8𝑥 + 15
8. 3𝑥2 + 7𝑥 + 2
9. 5𝑥2 + 27𝑥 + 10
10. 4𝑥2 + 14𝑥 − 8
Exercise 2.
Product of the Sum and Difference of two terms
1. 𝑥2 − 25
2. 9𝑥2 − 49
3. 16𝑥2 − 49
4. 9𝑎2 − 𝑏2
5. 𝑥2 − 225
6. 4𝑎2 − 25𝑏2
7. 4𝑥4 − 9
8. 𝑥2 − 𝑦2
9. 𝑎4 − 𝑏4
10. 4𝑥2 − 9
Exercise 3.
Square of a binomial
1. 𝑎2 − 2𝑎𝑥 + 𝑥2
2. 9𝑎2 + 12𝑎𝑏 + 4𝑏2
3. 𝑎4 + 2𝑎2𝑏2 + 𝑏4
4. 4𝑥4 − 12𝑥2𝑦2 + 9𝑦4
5. 4𝑚2 − 20𝑚𝑛3 + 25𝑛6
6. 4𝑎2 − 12𝑎𝑏 + 9𝑏2
7. 4𝑥2 − 4𝑥𝑦 + 𝑦2
8. 4𝑚2 − 12𝑚𝑛 + 9𝑛2
86
9. 9𝑎2 + 6𝑎𝑏 + 𝑏2
10. 4𝑥2 − 12𝑥 + 9
Exercise 4.
Cube of a binomial
I.
1. (𝑥 + 5)3 = 𝑥3 + 15𝑥2 + 75𝑥 + 125

2. (2𝑏 − 7𝑑)3 = 8𝑏3 − 84𝑏2𝑑 + 294𝑏𝑑2 − 343𝑑3
3. (𝑚2 − 2𝑛)3 = 𝑚6 − 6𝑚4𝑛 + 12𝑚2𝑛2 − 8𝑛3
4. (4𝑝2 + 3𝑡2)3 = 64𝑝6 + 144𝑝4𝑡2 + 108𝑝2𝑡4 + 27𝑡6
5. (6ℎ + 8)3 = 216ℎ3 + 864ℎ2 + 1152ℎ + 512
II.
1. (𝑏 − 4𝑑)3 = 𝑏3 − 12𝑏2𝑑 + 48𝑏𝑑2 − 64𝑑3
2. (3𝑏2 − 𝑑)3 = 27𝑏6 − 27𝑏4𝑑 + 9𝑏2𝑑2 − 3
3. (2𝑎 + 2𝑑2)3 = 8𝑎3 + 24𝑎2𝑑2 + 24𝑎𝑑4 + 8𝑑6
4. (5𝑑 + 8)3 = 125𝑑3 + 600𝑑2 + 960𝑑 + 512

5. (6𝑎 − 7)3 = 216𝑎3 − 756𝑎2 + 882𝑎 − 343
1
6. ( 1 1 1
2
𝑚 + 1)3 = 1 𝑚3 + 𝑚2 + 𝑚 +
3 8 4 6 27
1
7. ( 3
4𝑚 − 2)3 = 1
𝑚3 − 𝑚2 + 3𝑚 − 8
64 8
8. (𝑚2 − 𝑛)3 = 𝑚6 − 3𝑚4𝑛 + 3𝑚2𝑛2 − 𝑛3

9. (9𝑚 + 3𝑛)3 = 729𝑚3 + 729𝑚2𝑛 + 243𝑚𝑛2 + 27𝑛3
10. (𝑚 + 𝑛2)3 = 𝑚3 + 3𝑚2𝑛2 + 3𝑚𝑛4 + 𝑛6
DECODER: THOMAS HARRIOT
III.
1. 𝑉 = 𝑠3
2. 𝑉 = 125𝑥12 + 525𝑥8𝑦 + 735𝑥4𝑦2 + 343𝑦3
3. 1030301 cubic ft.
4. 51. 52 minutes or 51 minutes and 31 seconds.
87
Exercise 5.
Product of a binomial and a trinomial
I.
1. special
2. special
3. ( 5𝑛 − 6 )𝑜𝑟 (25𝑛2 − 30𝑛 + 36)

4. (3𝑟 + 4𝑠) 𝑜𝑟 (9𝑟2 + 12𝑟𝑠 + 16𝑠2)
5. special
II.
𝑥3 ― 27 8𝑏21 + 27
+ ― ―
729 2197𝑝3 + 1331 1728𝑚3
3
64𝑚 8
27 𝑡3
125𝑡6 ― 1000𝑟12 𝑚3 ― 1
125
343𝑛3 𝑥9 1
64 64
+
𝑝24 + 9261 27 ― 𝑏15
125
III.
1. 𝑉 = 𝑙𝑤ℎ
2. 𝑉 = 6𝑏3 + 27𝑏2𝑑 + 21𝑏𝑑2 + 8𝑏2 + 36𝑏𝑑 + 28𝑑2
3. 6579 cubic meter.
Prepared by:
MYRNA S. GUIRING/LEILANI T. SANTIAGO

Writer
88
MATHEMATICS 7
Name: Grade Level:
Score:
Date:

Let us Solve Some Real-life Problems

Algebra is a branch of mathematics that involves expressions with variables.
Algebraic Expression is the result of combining numbers and variables with ordinary
operations of arithmetic
You already know how to translate phrases to algebraic expressions and to solve
equations. Now you are ready to apply these skills in solving various real-life problems and
situations.
The following steps can help you organize the solution to different kinds of word
problems.
1. Understand the problems
a. Read the problem carefully.
b. Identify what is given and what is being asked.
c. Represent one unknown number by a letter then try to see how an expression
or any other unknown variable can be represented in terms of that same letter.
2. Write the equation.
a. Translate the phrase into algebraic expressions.
b. Use the condition(s) in the problem to write the equation.
3. Solve the equation and state the answer.
4. Check.
a. Be sure to answer the question in the word problem.
b. Check that your answer satisfies the conditions stated in the problem.
Examples:
I. Number Problems
The sum of two numbers is 44. Their difference is 8. Find the larger number.
1. Understand the problem.
The sum of two numbers is 44
Let x = the smaller number
44 – x = the larger number
2. Write the equation
Their difference is 8
Larger number – smaller number = difference
44 – x – (x) = 8
3. Solve the equation and state the
answer. 44 – x – x = 8
44 – 2x = 8 Combine like terms.
-2x = -36 Subtract 44 from both sides.
x = 18 Divide both sides by -2.
Hence,
x = 18 the smaller number
44 – 18 = 26 the larger number
89
The answer is 26.
90
4. Check.
Is the sum of 18 and 26 equal to 44?
26 + 18 = 44 YES
Is the difference equal to 8?
26 – 18 = 8 YES
II. Comparison Problems

Kristyn is 4 years younger than Mario. Three years from now, she will be two
thirds as old as Mario. Find their present ages.
Mario’s age is the basis for comparison of their ages. A table will help solve the
problem.
Present Age 3
Age years
from now
Mario X x+3
Kristyn x–4 x–4+3

Three years from now, she will be two thirds as old as Mario.
Kristyn’s age 3 years from now = 2 of Mario’s age 3 years from now.
3
𝑥−4+3 2
(𝑥 + 3)
3
=

2
𝑥 − 1 = (𝑥 + 3 ) Combine like Terms.
3
3𝑥 − 3 = 2(𝑥 + 3) Multiply both sides by 3.
3𝑥 − 3 = 2𝑥 + 6 Apply the distributive property.
3𝑥 = 2𝑥 + 9 Add 3 to both sides.
𝑥=9 Apply Addition Property of
Equality.
Mario is 9 Years old and Kristyn is 5 years old at present since 9 – 4 = 5
4. Check.
Is Kristyn 4 years younger than Mario at present?
9–5=4 YES
In 3 years, will her age be two-thirds that of Mario’s age?
Age in 3 years: Mario 9 + 3 = 12
Kristyn 5+3=8
Is 8 two-thirds of 12?
2
(12) = 8 YES
3
The answers are correct.
91
III. Motion Problems
Distance is the product of rate and time. The formula for distance is very helpful
in solving problems.
𝑑 𝑑
d = rt 𝑟= 𝑡=
𝑡 𝑟
a. What is the distance in kilometers that a car travels at the rate of 45 Kph in 3
hours?
Solutions:
d = rt
d = 45(3) Substitute 45 in place of r and 3
in place of t.
d = 135 kph Simplify.
b. Two strains 250 km apart are traveling towards each other. If each train travels
at 50 kph, how many hours will it take before the trains pass each other?
Image from SalesianaBOOKS
let t = number of hours it will take for the trains to pass each
other.
2. Write the
equation d1 + d2
= 250
r1t1 + r2t2 = 250
50t + 50t = 250 since t1 = t2

50t + 50t = 250
100t = 250
t = 2.5
The trains will pass each other in 2 and a half hours.
4. Check.
Is the sum of the distance traveled by each train equal to 250 km?
Train A: (50kph)(2.5) = 125 km
Train B: (50kph)(2.5) = 125 km
125 km + 125 km = 250 km YES
The answer is correct.
IV. Work Problems

In work problems, the amount of work done is the product of the rate and time.
That is, work = rate x time
92
A master brick layer takes 3 hours to put bricks on a wall. A novice takes 6
hours to do the same job. How long will it take to finish the job if they work
together?

The master bricklayer can finish the job in 3 hours. Hence, in 1 hour, he can finish
1
of the wall. In one hour, the novice can do 1 of the wall.
3 6
Their working rates are:

Master = 1 of the wall per hour
3
Novice = 1 of the wall per hour
6
Let t = the number of hours it will take them to finish the job

Work done by the master + work done by the novice = 1 job done
31t + r2t = 1
1 1
𝑡 𝑡=1
3
+ 6

𝑡 𝑡
+ =1
3
6 (
𝑡6
+ = 1)
𝑡 Multiply both sides by the LCD
3 6
2𝑡 + 𝑡 = 6
3𝑡 = 6
𝑡=2
It will take them 2 hours to finish the job working together.
4. Check.
Consider this square as the wall. You can see that half of the wall is done in one
hour. Hence the job will be done in 2 hours.
93
V. Geometry Problems
The following formulas will be useful in solving Geometry problems.
One side of a rectangle lot is four times longer than the other. Its perimeter
fence is 70 meters long. Find the length and width of the lot.
P = 70 m
l=?
w=?
let x = width of the

lot 4x = length of the
lot

P = 2l + 2w
70 = 2(4x) + 2(x)
94
3. Solve the equation and state the
answer. 70 = 2(4x) + 2(x)
70 = 8x + 2x
70 = 10x Divide both sides by 10
7=x
The lot is 7 meters wide and 28 meters long.
4. Check.
Is the length of the lot four times as long as its width?
7(4) = 28 YES
Is the perimeter of the lot 70 m?
P = 2(7) + 2(28) = 14 + 56 = 70 YES
VI. Money Problems

A coin bank for donations for the protection of the reef contained Php 1570. There
were twice as many Php 5-coins as Php 10-coins and 14 less Php 1-coins as Php
5- coins. How many of each kind were there?

The basis for comparison is the number of Php 10-coins. The table below will be
helpful.
Kind
Number
of Value
of coins
Coin
Php
X 10x
10
Php
2x 5(2x)
5
Php 1(2x-
2x - 14 14)
1
Total value of coins = Php 1570

10x + 5(2x) + (2x-14) = 1570
10x + 5(2x) + (2x-14) = 1570

10x + 10x + 2x -14 = 1570
22x – 14 = 1570
22x = 1584 Combine like terms
x = 72 Divide both sides by 22
There are 72 Php 10-coins. 144 Php 5-coins, and 130

Php 1-coins
95
4. Check.
Do the coins amount to Php 1570?
Php 10-coins: 72(10) = Php 720
Php 5-coins 144(5) = Php 720
Php 1-coins 130(1) = Php 130
Php 720 + Php 720 + Php 130 = Php 1570
YES
Learning Competency:
Solve problems involving algebraic expressions.
M7AL-IIg-2
Activity 1: Find my value to your heart!
Direction: Read each carefully. Be sure to answer what is being asked in the problem. Then
check your answer(s) against the condition stated in the problem.
1. The sum of two numbers is 37. Their difference is 13. Find the smaller number.
2. The difference between nine times a number and six is twelve. Fin the number.
Activity 2: Don’t bother to work and money Problems, You can do it!
Direction: Read each statement/problem carefully. Be sure to answer what is being asked in
the problem and decode what is being asked.
D ‘ V U
12 150 6 6 12 150 8/3 2 150
Y = Jessi can make 300 photocopies of a page E = Pipe A fills the pool in 4 hours while
in 3 minutes. Elsa can do the same job in 6 pipe B fills the pool in 8 hours. If both
minutes. If both of them work together, how pipes are open, how long will it take to
fill the pool?
long it will take them to do the job?
L = Mildred has coins consisting of 50-
O = A featured film promoting cent. The coins amount to Php 6.00. How
entrepreneurship sold almost half of the total many of 50-cent does she have?
tickets. Tickets were priced at Php 75 for
students. If the amount collected from the R = A soup bar and a bottle of shampoo
tickets was Php 11 250, how many tickets of cost Php 10.00 and Php 50.00,
respectively. Erika bought thrice as many
Students were sold.
soap bars as bottles of shampoo for the
family. How many Soup bar did she buy
S = Working together, Mario and Malf can if she paid Php 160 in all?
paint a wall in 4 hours. Working alone, Mario
can do the job in 12 hours. How long will it
take Malf
96
to do the job alone.
97
Activity 3: Solve your dream house’s Dimensions!
Direction: Analyze and identify the unknown dimension and perimeter of this simple house.
?(E) 2m Perimeter = ?(A)
P = 15
5m
Area = 64 m2 r = 20 cm Area = ?(D)
?(B)
Perimeter = ?(C)
Activity 4: Distance Relationship Goals!
Direction: Read and understand each problem carefully. Be sure to answer what is being
asked in the problem.
1. A train where your lover’s a passenger is 1-kilometer long travels through a tunnel 1
kilometer long at a rate of 1 kilometer per hour. How long will it take the train to pass
completely through the tunnel?
2. After this pandemic, you are allowed to go in the house of your lover. Your house is
15 kilometers away from your lover’s house. If your car travels 1.5 kilometer per
hour, how many hours will you travel to your lover’s house?
Activity 5: Mathematical Challenge!
Direction: Read and understand the problem

carefully. Be sure to apply the learnings you
have learned from the lesson.
1. Each square in the figure has side of

2 units long. Adjacent squares
overlap by 1 unit. What is the
perimeter when the number of
squares is 50?
98
Reflection
(What is your reflections about the Activity?)
References
 Oronce, Orlando A; Mendoza, Marilyn O. (2015). E-MATH Worktext in Mathematics
7 Revised Edition. Quezon City: REX Book Store.
 Rivera, Gladys C. (2014). Grade 7 Mathematics PATTERNS AND PRACTICALITIES
2nd Updated Edition. Makati City: SalesianaBOOKS by Don Bosco Press, Inc.
Answer Key
Activity 01:
1 12
2 2
Activity 02:
L O R D ‘ S L O V E Y O U
12 150 6 6 12 150 8/3 2 150
Activity 03:
A = 14 meters
B = 8 meters
C = 26 meters
D = 1256 cm
E = 5 meters
Activity 04:
1 2 hours
2 10 hours
Activity 05:
1.302 units
Prepared by:
MARK JOSEPH L. LEAL

Teacher
99
MATHEMATICS 7
Section: Date:

Differentiating Algebraic Expressions, Equations and Inequalities
Mathematics is the language of science. Generally, theories ae easily accepted when

expressed in formulas. Formulas can be describe what is in the past and make predictions
about what might occur in the future.
Differentiating algebraic expressions, equation and inequalities gives an integral part
in our life. It makes our life orderly and prevent chaos. Certain qualities are nurtured by a
power of reasoning, creativity, abstract, spatial thinking, critical thinking and problem
solving skills.
In this module learners will learn how to differentiate equation and inequalities. To
enhance learner’s idea, mathematical terms will be describe and examples will be given.
MATHEMATICAL TERMS:
Algebraic expression - is an expression built up from integer constants, variables, and

the algebraic operations (addition, subtraction, multiplication, division and exponentiation by
an exponent that is a rational number).
Equation - is a mathematical representation of two things which are equal, one on each side
of an ‘=’ sign. Example:
 3x - 2 = 5  x + 9 = 2x + 5  x /3 = 15  x² + 1 = 10
In each of the examples above, the equations represents equals “=” sign. (See encircled symbol).
Inequality – an expression which is either larger or smaller than another expression. It is not
necessarily equal which is shown by the symbols: >, <, ≤ or ≥.
Symbol Meaning Example Read As

< Less than x<5 x is less than 5
< Less than or equal to x<5 x is less than or equal to 5
> Greater than x>5 x is greater than 5
> Greater than or equal to x>5 x is greater than or equal to 5
Variable is a symbol that is used to represent an unknown quantity. For example, x, y, z.
10
Differentiate algebraic expression, equation and inequalities.
ACTIVITY 1: I SAW THE SIGN!

Directions: Read the statements below. Encircle the symbol that is appropriate in each
statement.
1. 3 is equal to 5x
2. x is greater than 7.
3. 5x + 4 is less than or equal to 3 – 3x.
4. -4 (8- 6x) is equal to 35.
5. 2y is less than -4.
6. 9y is less than or equal to -3.
7. z is equal to 3.
8. 9y – 2 is greater than 3 + 6y.
9. y is less than -2.
10. –x + 5y is equal to -30.
ACTIVITY 2: LET ME SIGN IN
Directions: Write down each expression as an equation/ inequality equation.
Item Expression Equation Description

Example Negative X is equal to Negative X -x = -x Equation
1 Seventy seven in less than X.
2 Negative thirty three is greater than X.
3 X is greater than or equal to Ninety six.
4 X is equal to negative eighty eight.
5 Negative fifty eight less than or equal to X.
6 Negative Ninety is equal to X.
7 X is greater than negative forty three
8 Eighty one is less than or equal to X.
9 Eighty seven is greater or equal to X.
10 Sixty nine is greater than or equal to X.
10
ACTIVITY 3: EQUATION AND INEQUALITY
Directions: Solve the following problem in column A and column B. Write EQUATION if
the ANSWERS from column A and B is the same and write INEQUALITY if the
ANSWERS from both column is not the same.
Item COLUMN A COLUMN B Description

Example 1 + 1= 2 -1+3= 2 Equation
Example 1 + -2= -1 -1+2= 1 Inequality
1 9+ -7= 2 – 9=
2 8 x 5= 40- 20 +20=
3 4/ 2= 0 + 2=
4 6+8-4= 2 + 13 + 11=
5 4 - 9= 9+4=
6 1000 + 500= 500- 500 (500 + 1000)
7 5 + 1= 9 – 3=
8 45/5= 8 + 2=
9 81 2 + 82=
10 10 x 30= 1000 – 700=
ACTIVITY 4: LESS- GREATER AND EQUAL SIGN
Directions:
a. Solve the following problem. (Boxed number indicated as the given data).
b. Write the symbol of equation if the answers is equal to the given data.
c. Write the symbol less than if the answer is less than the given data.
d. Write the symbol less than if the answer is less than the given data.
Example: 5 8+3
Answer: 5 < 11
6
1. 4 + 2
2. 15 3x3
3. 2 10x 2
10
4. 6 +15 35
5. 8 4 + 4- 1
6. 69 55
4
7. 1000
8. 10 10
9. 2 3+8-9
9
10. 4 + 6
ACTIVITY 5: FALL- ING FOR EQUALITIES
Directions: Sort out all the expressions given below.
EQUATION INEQUALITY
8 = 4x + 4y 19 = 6y 8+8=8+8 9 = 6x + 3
6x > 7x 5 < 9v 3x + 4x = 6x + x 8b > 7c
9m < 6m 2x + 3x = 5x 7x > 7y 7x +1=
8 2x < 4z 8z – 7z < 9z – 7z 8x + 8y = 8x + 8y 8z > 7z
6+x>9 9<5 9a > 2b 7z = 9x
10
Processing Activity:
Instruction: Rate yourself base on your understanding, use the given rubrics below. Check
the box that corresponds to your answer.
Activity Poor Satisfactory Very Excellent

Satisfactory
Do you understand
the lesson?
How much do you
understand the
lesson?
Describe your feeling base on your choice.
Reflection:
Instructions: Complete the following statement.
1. Differentiate equation and inequalities.
2. I have learned that
Answer key:
ACTIVIT ACTIVITY 2 ACTIVITY ACTIVIT ACTIVITY 5

Y1 3 Y4
Equation Inequality
1. = 1. 77 < x Inequality 1. Equation 1. = 7x + 1 = 8z > 7z
8
10
2. > 2. -33 > x Inequality 2. Equation 2. > 8 = 4x + 6x > 7x
4y
3. ≤ 3. x ≥ 96 Inequality 3. Equation 3. = 19 = 6y 9m < 6m
4. = 4. x = -38 Equation 4. Inequality 4. < 2x + 3x = 2x < 4z
5x
5. < 5. -50 ≤ x Inequality 5. Inequality 5. > 8+8=8 6+x >9
+8
6. ≤ 6. -90 = x Equation 6. Inequality 6. < 3x + 4x = 5 < 9v
6x + x
7. = 7. x > -43 Inequality 7. Equation 7. > 8x + 8y = 8z – 7z <
8x + 8y 9z – 7z
8. > 8. 81 ≤ x Inequality 8. Inequality 8. = 9a = 2b 9c < 5
9. < 9. 87 ≥ x Inequality 9. Inequality 9. = 9 = 6x +3 7x > 7y
10. = 10. 69 ≥ x Inequality 10. Equation 10. > 7z = 9x 8b > 7c
References
Algebraic expression. (2020, April 13).

In Wikipedia. https://en.wikipedia.org/wiki/Algebraic_expression
Oronce, O. A., & Mendoza, M. O. (2015).

E- Math (Revised Edition, Vol. 2015). Rex Book Store, Inc. (RBSI).
India, T. O. (2015, August 3). The importance of maths in everyday life. The Times of India.
https://timesofindia.indiatimes.com/city/guwahati/The-importance-of-maths-in-
everyday-life/articleshow/48323205.cms
Composing equations and inequalities (Algebra 1, Discovering expressions, equations and

functions) –. (n.d.). Mathplanet. https://www.mathplanet.com/education/algebra-
1/discovering-expressions,-equations-and-functions/composing-equations-and-
inequalities.
Prepared by:
CRISTOBAL A.
FELIPE
Writer
10
MATHEMATICS 7
Name: Grade Level:

Section: Date:

Linear Equations and Inequalities in One Variable
This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for students’ mastery on linear equations and
inequalities in one variable.
These are the terms that you need to remember:
Linear Equation – these are mathematical phrase(s) in one variable that has an exactly one
solution.
The Properties of Equality.
A. Reflexive Property of Equality

For each real number a, a = a.
Examples: 3 = 3 –b = –b x + 2 = x + 2
B. Symmetric Property of Equality

For any real numbers a and b, if a = b then b = a.
Examples: If 2 + 3 = 5, then 5 = 2 + 3.
If x – 5 = 2, then 2 = x – 5.
C. Transitive Property of Equality

For any real numbers a, b, and c,
If a = b and b = c, then a = c
Examples: If 2 + 3 = 5 and 5 = 1 + 4, then 2 + 3 = 1 + 4.
If x – 1 = y and y = 3, then x – 1 = 3.
D. Substitution Property of Equality

For any real numbers a and b: If a = b, then a may be replaced by b, or b may
be replaced by a, in any mathematical sentence without changing its meaning.
Examples: If x + y = 5 and x = 3, then 3 + y = 5.
If 6 – b = 2 and b = 4, then 6 – 4 = 2.
10
E. Addition Property of Equality (APE)
For all real numbers a, b, and c, a = b if and only if a + c = b + c.
If we add the same number to both sides of the equal sign, then the two sides
remain equal.
Example: 10 + 3 = 13 is true if and only if 10 + 3 + 248 = 13+ 248 is
also true (because the same number, 248, was added to both
sides of the equation).
F. Multiplication Property of Equality (MPE)

For all real numbers a, b, and c, where c ≠ 0, a = b if and only if ac = bc.
If we multiply the same number to both sides of the equal sign, then the two
sides remain equal.
Example: 3 · 5 = 15 is true if and only if (3 · 5) · 2 = 15 · 2 is also true
(because the same number, 2, was multiplied to both sides of
the equation).
Linear Inequality – it may have more than one solution because there are infinitely many
numbers that are greater than (or less than) a given number.
Properties of Inequalities
A. Trichotomy Property
For any number a and b, one and only one of the following is true:
a < b, a = b, or a > b.
B. Transitive Property of Inequality

For any numbers a, b and c,
(a) if a < b and b < c, then a < c, and
(b) if a > b and b > c, then a > c.
The transitive property can be visualized using the number line:
If a is to the left of b, and b is to the left of c, then a is to the left of c.
C. Addition Property of Inequality (API)

For all real numbers a, b and c:
(a) if a < b, then a + c < b + c, and
(b) if a > b, then a + c > b + c.
Observe that adding the same number to both a and b will not change
the inequality.
10
Note that this is true whether we add a positive or negative number to both sides of the
inequality. This property can also be visualized using the number line:
D. Multiplication Property of Inequality (MPI)

For all real numbers a, b and c, then all the following are true:
(a) if c > 0 and a < b, then ac < bc;
(b) if c > 0 and a > b, then ac > bc.
(c) if c < 0 and a < b, then ac > bc;
(d) if c < 0 and a > b, then ac < bc.
Observe that multiplying a positive number to both sides of an inequality does not change
the inequality. However, multiplying a negative number to both sides of an inequality
reverses the inequality. Some applications of this property can be visualized using a number
line:
In the number line, it can be seen that if 2 < 3, then 2(4) < 3(4), but 2(– 2) > 3(–2).
Note: Linear equations in one variable may have a unique solution, but linear inequalities
in one variable may have many solutions.
The learner illustrates linear equation and inequality in one variable. M7AL-IIh-4
(Second Quarter Week 7 and 8)
10
Activity 1: Show Me My Features!
A. Tell whether each mathematical statement is an EQUATION or an INEQUALITY
1. –5 + 8 = 3
2. 7 + 2 < 14
3. 25 > 13 + 10
4. 5 + 9 = 14
5. 13 – 7 > 5
B. Write the symbol =, >, or < in the box to form a true relation.
1. 8 + 6 14
2. 6 + 5 5
3. 4 – 1 7
4. 18 – 11 6
5. –26 + 16 12
Activity 2: How is My Degree?
A. Complete the following table by placing a check mark on the column that
corresponds the degree of the given equation.
Equations First Degree Not First Degree

(Linear Equations) (Not Linear Equations)
10
1. 2x + 4y = 7
2. 6a – b = 3
1
3. 𝑦 + 7 = 11
2
4. 3x + 5 = –4
5. 9x + 3 = 2
6. –7x + 1 = 5
𝑎 +4
7. =8
5
8. 𝑥
= 19
2 +4𝑦
9. 𝑎 (𝑎 + 9) = −3
10. 𝑥4 + 3𝑥 + 7 = 12
B. Complete the following table by placing a check mark on the column that
corresponds the degree of the given inequalities.
Inequalities First Degree Not First Degree

(Linear Inequalities) (Not Linear Inequalities)
1. 𝑥 + 4 = −7
2. 𝑎 − 3 + 9 > 8
3. −𝑦 + 10 = 3
4. 𝑎2 − 5 ≥ 9
5. 6m − 7 < 3
6. 𝑧 + 8 = 18
7. 𝑎 − 9 ≥ −3
8. 𝑏4 − 7 = 0
9. 3𝑥 > −4
10. 6 − 𝑧 ≤ 10
Activity 3: Please Always Observe!
Evaluate each expression under Column A if x = 4. Match it to its value under

Column B and write the corresponding letter on the space before each item. A passage will be
revealed if answered correctly.
(Hint: We must do this always to prevent Covid – 19.)
11
Column A Column B
1. 4 +𝑥 = N −4
2. 3𝑥 − 3 = T 11
3. 𝑥 −2 = I −1
4. 2𝑥 − 7 = C 8
1
5. 2 𝑥 + 10 = G 36
6. 7𝑥 = E 4
7. 𝑥 −8 = K −6
8. 3 −𝑥 = O −2
9. −6 + 𝑥 = A 9
10. 9𝑥 = J 12
11. 10 − 4𝑥 = M 1
12. −𝑥 + 7 = L 3
13. 13 − 2𝑥 = D 2
14. 3𝑥 − 8 = H 5
15. 2𝑥 + 3 = S 28
6 9 1 8 2 12
3 8 6 15 2 7 1 8 7 10
Reflection: (Learner writes how he/she feels about the activity)
11
Answer Key
Activity 1: Show Me My Features!

A. Tell whether each mathematical statement is an EQUATION or an INEQUALITY
1. –5 + 8 = 3 EQUATION
2. 7 + 2 < 14 INEQUALITY
3. 25 > 13 + 10 INEQUALITY
4. 5 + 9 = 14 EQUATION
5. 13 – 7 > 5 INEQUALITY
B. Write the symbol =, >, or < in the box to form a true relation.
1. 8 + 6 = 14
2. 6 + 5 > 5
3. 4 – 1 < 7
4. 18 – 11 > 6
5. –26 + 16 < 12
Activity 2: How is My Degree?
A. Complete the following table by placing a check mark on the column

that corresponds the degree of the given equation.
First Degree Not First Degree

Equations
(Linear Equations) (Not Linear Equations)
1. 2x + 4y = 7 
2. 6a – b = 3 
1
3. 𝑦 + 7 = 11 
2
4. 3x + 5 = –4 
5. 9x + 3 = 2 
6. –7x + 1 = 5 
7. 𝑎 +4
=8 
5
8. 𝑥
= 19
2 +4𝑦 
9. 𝑎 (𝑎 + 9) = −3 
10. 𝑥4 + 3𝑥 + 7 = 12 
11
B. Complete the following table by placing a check mark on the column
that corresponds the degree of the given inequalities.
First Degree Not First Degree

Inequalities
(Linear Inequalities) (Not Linear Inequalities)
1. 𝑥 + 4 = −7 
2. 𝑏3 − 3 + 9 > 8 
3. −𝑦 + 10 = 3 
4. 𝑎 − 5 ≥ 9
2

5. 6m − 7 < 3 
6. 𝑧 + 8 = 18 
7. 𝑥 − 9 ≥ −3
2

8. 𝑏 − 7 = 0
4

9. 3𝑥 > −4 
10. 6 − 𝑧 ≤ 10 
Activity 3: Please Always Observe!
S O C I A L
6 9 1 8 2 12
D I S T A N C I N G
3 8 6 15 2 7 1 8 7 10
References
Mathematics 7 Learning Material, p. 152 – 176
Mathematics 7 Teaching Guide, p. 192 – 198
Prepared by:
MARJORIE A. INGARAN
Writer
CRISEL C. BISTANTE
Writer
11
MATHEMATICS 7
Section: Date:

Solve my Problem
Background information for Learners
This activity sheet serves as a supplement learning material guide for learners. It will
direct the students familiarize in solving linear equations and inequalities in one variable.
Linear equations and inequalities are almost the same. The only difference is the
symbol being used. An equation uses equal symbol ( = ) example 2x = 10, while inequalities
uses the symbol lesser than ( < ), greater than ( > ), lesser than or equal ( < ), greater than
or equal ( > ) and not equal to ( ≠ ) example 2x > 11.
Finding the solution of linear equation and inequalities in one variable are alike, it’s
just that if we multiply or divide negative value in solving variables in inequality we must
reverse the inequality symbol to make the statement true. Any value that satisfies the
inequality is a solution while linear equation has only one solution.
Illustrative Example:
SOLVING
SOLVINGLINEARLINEAREQUATION
INEQUALITY IN IN
ONE ONE VARIABLE
VARIBLE
3x – 5 > 13
3x3x––55=+13
(5) > 13 + (5) Addition property
3x3x–>518
+ (5) = 13 + (5) Addition property
3x = 18
3𝑥 1818 Division property
3𝑥 >
3= 3 Division property
3X > 63
X=6
Note all the
SOLVING value that
LINEAR is greater thanIN
INEQUALITY 6 is
ONEa solution and these values is called solution set. The
VARIABLE
solution
-3x + 5 > 14 set is shown in the graph below. Since 6 is not included to the solution set we put unsolid
point on 6.
-3x + 5 - (5) > 14 - (5) Subtraction property
-3x > 9
−3𝑥 ≥ 9 Division property
−3 −3
X < -3
Look at the symbol since we divide -3 to both sides the inequality symbol reverses. Note the value that
is equal and lesser than -3 is a solution and these values is called solution set and we used solid point
to denote that -3 is part of the solution set. In interval notation ( −∞, 3]
SOLVING LINEAR EQUATION IN ONE VARIBLE
-3x + 5 = 14
-3x + 5 - (5) = 14 - (5) Subtraction property
-3x = 9
−3𝑥 9 Division property
−3 = −3
X=-3
Notice that the only value that satisfies the equation is -3.
11
Learning Competency with Code
Finds the Solution of Linear equation or inequality in one variable M7AL-lli-1
Activity 1. Hunt me if you can!

Direction: Encircle all words related in finding the solution of linear equation and
inequalities in one variable.
I E Q U A T I O N R
N E T A W R T P O E
E G R E A T E R G V
Q U I T S E R E R E
U P O T Z X Q T A R
A D D I T I O N P S
L E S S E R A O H E
I Q S A L T E R Z X
T A T L E A S T F D
Y Q A T M O S T A E
D I V I S I O N R B
Activity 2. Put me to where I belong.

Direction: Classify the following mathematical expression inside the box whether
they are linear equation or inequality in one variable.
3x = 15 4x -5 > 10 3x > 4 2x + 8 = 13 12x + 10 = 11

1 3 𝑦 > 12
2y < 14 -8y > 16 3m < 6 2
x + 3 = 12
4
1 1
3x +=
2
12 3x +<
2
12 4y = 21 3c = 18 -12m < 60
1 1
-7y < 14 -4y = 16 3m < 6 2
x + 3 = 12 -3x +=
4
10
Activity 3. Who’s that child?

He is an Irish child genius with highest IQ level projected as 263. At eight years old,
he was already taking third year chemistry courses at Singapore Polytechnic, and by nine,
he’d memorized the first 518 decimal places of pi. Who is he?
1 2 _3 4 5
6 7 8 9_
10 11
Direction: Find the solution of the following linear equation and inequalities in one variable
below. The choices are on the box. Write down the letter of your answer on the space above
indicating the number to decode the name of the genius child with highest IQ level. Show
your solution.
11
2
a. x = 5 b. x = 3 c. x > 2 d. x > 4 e. x < -4 i. x =
3
3 1
n. x = - 4 l. x < 3 w. x < 3 y. x < -3 z. x < 3
Solve for the value of X.
1. 4x -5 = 15 6. 3x + 5 > 11
2. 3x - 5 = -3 7. 7x -5 = 30
3. -3x + 10 = 13 8. -2x + 13 > 7

2
4.𝑥5 + 3 = 5 9. 3x -7 < -6
4 23
5.𝑥5− 4 = − 5 10. -2x -3 > 5
11. 2x - 5 < -x -14
Activity 4. Sketch my solution!

Direction: Plot the solution and solution set of linear equation or inequalities in
activity 3 in a number line.
Reflection
What have you learned today?
11
Answer Key
Activity 1. Hunt me if you can!
INEQUALITYD
E Q U A T I O N R
E T A W R T P O E
G R E A T E R G V
U I T S E R E R E
P O T Z X Q T A R
D D I T I O N P S
E S S E R A O H E
Q S A L T E R Z X
A T L E A S T F D
Q A T M O S T A E
I V I S I O N R B
Activity 2. Put me to where I belong.

Linear equation in one variable Linear inequalities in one variable
3x = 15 4y = 21 2y < 14 3x > 4
2x + 8 = 13 3c = 18 -8y > 16 3m < 6
12x + 10 = 11 -4y = 16 4x -5 > 10 3
𝑦 > 12
4
x + 3 = 12
1
3x + 1 = 12 3x + 1 < 12 -12m < 60
2 2 2
x + 3 = 12
1
-3x + 1 = 10 3m < 6 -7y < 14
2 4
11
Activity 3. Who’s that child?
1. 4x -5 = 15 6. 3x + 5 > 11
4x – 5 + (5) = 15 + 5 3x + 5 – 5 > 11 - 5
4x = 20 3x > 6
4𝑥 = 20 3𝑥 > 6
4 33
X=5 x>2
2. 3x - 5 = -3 7. 7x - 5 = 30
3x + 5 + 5 = -3 + 5 7x – 5 + 5 = 30 + 5
3x = 2 7x = 35
3𝑥 = 2 7𝑥 = 35
33 77
X=𝟐 x=5
𝟑
8. -2x + 13 > 7
3. -4x + 10 = 13
-2x + 13 -13 > 7 - 13
-4x + 10 -10 = 13 -10
-2x > -6
-4x = 3
−4𝑥 = 3 −2𝑥 > −6
−4−4 −2−2
X=−𝟑 x<3
𝟒
4. 2 𝑥 + 3 = 5 9. 3x -7 < -6
5
5 (2 𝑥 + 3) = 5(5) 3x – 7 + 7 < -6 +7
5 3x < 1
2x + 15 = 25
2x + 15 – 15 = 25 – 15 3𝑥 < 1
33
2x = 10 x<𝟏
𝟑
2𝑥 = 10
22
X= 5
5. 4 𝑥 − 4 = − 23 10. -2x -3 > 5
5 5
5(4 𝑥 − 4) = − 23(5) -2x -3 + 3 > 5 +3
5 5 -2x > 8
4x -20 = - 23
4x -20 + 20 = -23 + 20 −2𝑥 ≥ 8
−2−2
4x = -3 x<-4
4𝑥 = −3 11. 2x - 5 < -x - 14
44
X=−𝟑 2x -5 + 5 + x < -x – 14 + 5 + x
𝟒 3x < -9
3𝑥 < −9
33
X <-3
A_ _i_ _n_ _a_ _n_ _C_ _a_ _w_ _l_ _e_ _y_
11
Activity 4. Sketch me!
For item 1, 4 and 7 x=5
For item 2 x= 𝟐
𝟑
For item 3 and 5 x=-𝟑

𝟒
Item no. 6 x>2

item no. 8 x<3
item no. 9 x<𝟏

𝟑
item no. 10 x<-3

item no. 11 x < - 4
References : Elementary Algebra by Cecile M. De Leon and Julieta G. Bernabe

Mathispower4u youtube
Readers digest
Prepared by:
Rex C. Isla
Sinili Integrated School
Randy Tolentino
Balintocatoc Integrated School
11
MATHEMATICS 7
Name: Score:
Grade & Section: Date:

Who’s on My Left and on My Right?
Background Information for Learners.

Number line shows the location of points or numbers. From zero, the numbers from
the left side are all negative numbers while on the right side are all positive numbers.
The distance of a number from zero is called the absolute value of the number. In
symbols, the absolute value of a number 𝑎 is written as |𝑎| and is read as the “absolute value
of 𝑎.”
In general, to solve an absolute value equation, set the quantity inside the absolute
value sign equal to the positive and negative values on the other side of the equal sign.
For example, graph the equation |𝑎| = 4, there are two numbers whose absolute value
is 4. They are –4 and 4. Both of these numbers are located on the left side and right side of
the number line 4 units from the origin as shown on the graph below.
The graph shows that is 𝑎 = 4 and 𝑎 = −4.

Solving |𝑎| = 4 algebraically, that is equivalent to 𝑎 = 4 and 𝑎 = −4. Since, the
absolute value of 4 and -4 are 4.
Another example. Graph the equation |𝑥 − 2| = 3. The equation |𝑥 − 2| = 3 means

that the distance between the graph of 𝑥 and 2 is 3 units. On the number line, locate point 2
and find the points which are 3 units away from 2.
The graph shows that is 𝑥 = 5 and 𝑥 = −1.
Solving the equation |𝑥 − 2| = 3 algebraically, the first step is by writing 𝑥 − 2 = 3

and 𝑥 − 2 = −3, then solving for 𝑥, that is 𝑥 = 5 and 𝑥 = −1. The solutions of the equation
|𝑥 − 2| = 3 are 5 and -1.
You will learn in this learning activity sheet on how to find the solution/s of linear equation in
one variable involving absolute value by graphing and algebraic method.
Learning Competency.
The learner solves linear equation or inequality in one variable involving absolute
value by: (a) graphing; and (b) algebraic methods.Code: M7AL-IIi-j-1
12
Activity 1. Determine and graph the solutions of the following linear equations in one variable
involving absolute value.
Linear equations involving Graph and solutions of linear equations involving absolute
absolute value value
1. |𝑥| = 5 1. Graph:
Solutions:
2. |𝑦 − 4| = 2 2. Graph:
Solutions:
3. |𝑛 + 5| = 4 3. Graph:
Solutions:
4. |𝑑 − 4| = 3 4. Graph:
Solutions:
5. |2𝑥 − 6| = 4 5. Graph:
Solutions:
6. |𝑏 − 2| + 3 = 7 5. Graph:
Solutions:
7. |2ℎ + 4| − 6 = 2 5. Graph:
Solutions:
8. |2𝑝 − 6| = 𝑝 + 6 5. Graph:
Solutions:
9. |𝑘 − 1| = 5 5. Graph:
Solutions:
12
10. |4𝑔| = 12 5. Graph:
Solutions:
Activity 2. Find the solution/s of the following linear equations involving absolute value.
1. |𝑎| = 12 7. |2𝑘 − 9| = 𝑘 − 1
2. |𝑥 − 7| = 15 8. |3𝑝 + 5| = 𝑝 + 3
3. |𝑧 + 10| = 2 9. |4𝑤 − 6| = |2𝑤 + 8|
4. |2𝑟 − 11| = 1 10. |3(3𝑡 − 1)| = 6
5. |3𝑓| = 𝑓 + 12 11. |2(4𝑏 − 3)| = 10
6. |6𝑟| = 12 12. |3(𝑠 + 4)| = 18
Reflection.
What I have learned in this activity?
References
Learners Manual in Mathematics 7, 3rd quarter pp. 23 – 30.
Mariel T. Atregenio, et. al (2011), Next Generation Math I: Elementary Algebra,
pp. 212 – 218, Makati City, DIWA Learning System Inc.
12
Answer key:
Activity 1
Linear equations involving Graph and solutions of linear equations involving absolute
absolute value value
1. |𝑥| = 5 1. Graph:
Solutions: -5 and 5
2. |𝑦 − 4| = 2 2. Graph:
Solutions: 2 and 6
3. |𝑛 + 5| = 4 3. Graph:
Solutions: -9 and -1
4. |𝑑 − 4| = 3 4. Graph:
Solutions: 1 and 7
5. |2𝑥 − 6| = 4 5. Graph:
Solutions: 1 and 5
6. |𝑏 − 2| + 3 = 7 6. Graph:
Solutions: -2 and 6
7. |2ℎ + 4| − 6 = 2 7. Graph:
Solutions: 2 and -6
8. |2𝑝 − 6| = 𝑝 + 6 8. Graph:
Solutions: 0 and 12
9. |𝑘 − 1| = 5 9. Graph:
Solutions: 6 and -4
10. |4𝑔| = 12 10. Graph:
Solutions: 3 and -3
12
Activity 2.
1. 𝑎 = 12 and 𝑎 = −12 7. 𝑘 = 8 and 𝑘 = 10/3
2. 𝑥 = 22 and 𝑥 = −8 8. 𝑝 = −1 and 𝑝 = −2
3. 𝑧 = −8 and 𝑧 = −12 9. 𝑤 = 7 and 𝑤 = −1/3
4. 𝑟 = 5 and 𝑟 = 6 10. 𝑡 = 1 and 𝑡 = −1/3
5.𝑓 = 6 and 𝑓 = −3 11. 𝑏 = 2 and 𝑏 = −1/2
6. 𝑟 = 2 and 𝑟 = −2 12. 𝑠 = 2 and 𝑠 = −10
Prepared by:
JUN – JUN P. DARIANO

Teacher III, Sagana National High School
12
MATHEMATICS 7
Name: Score:

Close or Open?

When solving absolute value inequalities, you are going to combine techniques used
for solving absolute value equations as well as first-degree inequalities.
To solve linear inequalities that involve absolute value, first, recall the concept of
absolute value, which is the distance of a number from zero, then use the general methods for
solving inequalities to solve absolute value inequalities.
The rules of linear inequalities involving absolute values will help you in finding the
solutions.
a. |𝑎| < 𝑏 → −𝑏 < 𝑎 < 𝑏 c. |𝑎| > 𝑏 → 𝑎 < −𝑏 𝑜𝑟 𝑎 >
𝑏
b. |𝑎| ≤ 𝑏 → −𝑏 ≤ 𝑎 ≤ 𝑏 d. |𝑎| ≥ 𝑏 → 𝑎 ≤ −𝑏 𝑜𝑟 𝑎 ≥ 𝑏
Example 1. Graph |𝑎| < 2, then −2 < 𝑎 < 2.
Therefore, the solution of the inequality is {𝑎/−2 < 𝑎 < 2}. We can check that choosing a
number in this set will make the original inequality true. −2 and 2 will not satisfy the
inequality
|𝑎| < 2.
Example 2. Graph |𝑎| ≤ 2, then −2 ≤ 𝑎 ≤ 2.
Therefore, the solution of the inequality is {𝑎/−2 ≤ 𝑎 ≤ 2}. We can check that choosing a
number in this set will make the original inequality true. −2 and 2 will satisfy the inequality
|𝑎| ≤ 2.
Example 3. Graph |𝑎| > 2, then 𝑎 < −2 𝑜𝑟 𝑎 > 2
Therefore, the solution of the inequality is {𝑎/𝑎 < −2 𝑜𝑟 𝑎 > 2}. This means that all 𝑎 values
less than to −2 or greater than to 2 (excluding −2 and 2) will not satisfy the inequality |𝑎| >
2.
Example 4. Graph |𝑎| ≥ 2, then 𝑎 ≤ −2 𝑜𝑟 𝑎 ≥ 2
12
Therefore, the solution of the inequality is {𝑎/𝑎 ≤ −2 𝑜𝑟 𝑎 ≥ 2}. This means that all 𝑎 values
less than or equal to −2 or greater than or equal to 2 (including −2 and 2) will satisfy the
inequality |𝑎| ≥ 2.
.
Remember:
Use the open circle (in symbol o) if the inequality involves < or >.
Use the closed circle (in symbol ) if the inequality involves ≤ or ≥.
The inequalities, |𝑎| < 𝑏 or |𝑎| > 𝑏, the ±𝑏 are not part of the solutions while the inequalities
|𝑎| ≤ 2 or |𝑎| ≥ 2, , the ±𝑏 are part of the solutions.
You will learn in this learning activity sheet on how to find the solutions of linear inequality
in one variable involving absolute value by graphing and algebraic method.
value by: (a) graphing; and (b) algebraic methods.Code: M7AL-IIi-j-1
Activity 1. Multiple Choice. Write the letter of your choice on the space provided before the
number.
1. Which of the following shows the solutions of inequality shown in the

graph below?
A. {𝑥/−4 < 𝑥 < 4} C. {𝑥/𝑥 ≤ −4 𝑜𝑟 𝑥 ≥ 4}

B. {x/−4 ≤ 𝑥 ≤ 4} D. {𝑥/𝑥 < −4 𝑜𝑟 𝑥 > 4}
2. Which of the following is the graph of {𝑥/−3 < 𝑥 < 3}?
A. C.
B. D.
3. What absolute value inequality is shown in the graph below?
A. |𝑎| ≥ 3 C. |𝑎| < 3

B. |𝑎| > 3 D. |𝑎| ≤ 3
4. Which of the following describes open circle of the graph of linear inequality?
A. The number on the circle is not included in the solution set.
B. The number on the circle is included in the solution set.
C. The number on the circle is the solution set.
D. The number on the circle is not the solution set.
5. What is the solution of the inequality |2𝑏 − 7| < 5?
A. {𝑏/𝑏 < 1 𝑜𝑟 𝑏 > 6} C. {𝑏/𝑏 > 1 𝑜𝑟 𝑏 > 6
B. {𝑏/−1 < 𝑏 < −6} D. {𝑏/1 < 𝑏 < 6}
6. Which value of x makes the inequality |2𝑥 − 2| ≤ 4 NOT true?
A. 1/2 C. -2
12
B. 2 D. -1/3
7. If 𝑥 > 3 is one of the solution set of |3𝑥 − 2| > 7, what is the other set of solution?
A. 𝑥 < 5/3 C. 𝑥 > 5/3
B. 𝑥 < −5/3 D. 𝑥 > −5/3
8. Which of the following inequalities is satisfied if x = 5?
A. |𝑥 + 5| < 0 C. |−𝑥 − 5| > 0
B. |−𝑥 + 5| < 0 D. |𝑥 − 5| > 0
9. Which is NOT a solution of the inequality |𝑦 + 4| > 2?
A. -5 C. 5
B. -8 D. 8
10. What is the solution of the inequality |4𝑥 + 1| + 3 < 6?
A. {𝑥/𝑥 < 1 𝑜𝑟 𝑥 > −1/2} C. {𝑥/𝑥 > −1 𝑜𝑟 𝑥 > 1/2}
B. {𝑥/−1 < 𝑥 < 1/2} D. {𝑥/1 < 𝑥 < −1/2}
Activity 2. Use the number line to the right in graphing the following linear inequalities
involving absolute value.
1. |𝑦| < 6
2. |𝑥| ≥ 5
3. |𝑎 + 5| < 4
4. |𝑓 − 3| ≤ 3
5. |ℎ + 4| ≥ 2
Activity 3. Solve the following linear inequalities involving absolute value algebraically.
1. |𝑟 + 2| < 10 4. |2𝑘 + 10| < 4
2. |𝑠 − 7| ≤ 12 5. |𝑝 − 5| > 3
3. |𝑎 − 9| ≥ 5
12
Reflection.
What I have learned in this activity?
References
Michael B. Malvar, et. al (2014), Simplified Math for Grade 7, pp. 98 – 99, Makati
City, SALINLAHI, Publishing House, Inc.
Answer key:
Activity 1
1. C 6. C
2. A 7. B
3. D 8. C
4. A 9. A
5. D 10. B
Activity 2
1.
2.
3.
4.
5.
Activity 3.
1. {𝑟/−12 < 𝑟 < 8}
2. {𝑠/−5 ≤ 𝑠 ≤ 19}
3. {𝑎/𝑎 ≤ 4 𝑜𝑟 𝑎 ≥ 14}
4. {𝑘/−7 < 𝑘 < −3}
5. {𝑝/𝑝 ≤ 2 𝑜𝑟 𝑝 ≥ 8}
Prepared by:

12
MATHEMATICS 7
Name: Score:

One, Two, or Infinity

The absolute value of a number 𝑎 (in symbol, |𝑎|) is the distance of the number from
zero on the number line. The absolute value of zero is zero. The absolute value of a positive
number is itself. The absolute value of a negative number is its opposite counterpart.
In general, to solve an absolute value equation, set the quantity inside the absolute
value sign equal to the positive and negative values on the other side of the equal sign, and to
solve absolute value inequality, an absolute value inequality may be a “less than” or a
“greater than” type of inequality (either |𝑎| < 𝑏 𝑜𝑟 |𝑎| > 𝑏)
Use the open circle on the number line if the inequality involves < or > (either |𝑎| <
𝑏 𝑜𝑟 |𝑎| > 𝑏), meaning the ±𝑏 are not part of the solutions, and use the closed circle for the
inequality that involves ≤ or ≥, (either |𝑎| ≤ 𝑏 𝑜𝑟 |𝑎| ≥ 𝑏), the ±𝑏 are part of the solutions.
Example 1. Graph the equation |𝑥 − 1| = 5. The equation |𝑥 − 1| = 5 means that the distance
between the graph of 𝑥 and 1 is 5 units. On the number line, locate point 1 and find the points
which are 5 units away from 1.
The graph shows that is 𝑥 = 6 and 𝑥 = −4.
Solving the equation |𝑥 − 1| = 5 algebraically, the first step is by writing 𝑥 − 1 = 5

and 𝑥 − 1 = −5, then solving for 𝑥, that is 𝑥 = 6 and 𝑥 = −4. The solutions of the equation
|𝑥 − 1| = 5 are 6 and -4.
Example 2. Graph |𝑎 + 3| ≤ 4, then −7 ≤ 𝑎 ≤ 1.
Therefore, the solution of the inequality is {𝑎/−7 ≤ 𝑎 ≤ 1}. We can check that choosing a
number in this set will make the original inequality true. −7 and 1 will satisfy the inequality
|𝑎 + 3| ≤ 4.
Example 3. Graph |𝑎 + 3| > 4, then 𝑎 < −7 𝑜𝑟 𝑎 > 1
Therefore, the solution of the inequality is {𝑎/𝑎 < −7 𝑜𝑟 𝑎 > 1}. This means that all 𝑎 values
less than to −7 or greater than to 1 (excluding −7 and 1) will not satisfy the inequality
|𝑎 + 3| > 4.
You will learn in this learning activity sheet on how to find the solution/s of linear equation or
inequality in one variable involving absolute value by graphing and algebraic method.
12
value by: (a) graphing; and (b) algebraic methods.
Code: M7AL-IIi-j-1
Activity 1. True or False. Write TRUE if the statement is true and FALSE if it is not on
the space provided.
1. The distance of a number from zero is called the absolute value of the number.
2. The solutions of |𝑥| < 𝑦 are all values of x that lie between −𝑦 and 𝑦.
3. The values of 𝑦 in the equation |𝑦 − 7| = 12 are 5 and 19.
4. The equations |𝑟 − 𝑠| = |𝑠 − 𝑟| and |𝑟 + 𝑠| = |𝑟| + |𝑠| are always true.
5. The inequality |𝑥 − 8| + 3 > 6 is equivalent to the two inequalities |𝑥 − 8| < −9
and |𝑥 − 8| > 3.
6. 5 and -5 are part of the solutions in the inequality |𝑓| < 5.
7. The rules are also valid if < is replaced by ≤ and > is replaced by ≥.
8. The absolute value of zero is zero.
9. The absolute value of a negative number is itself.
10. The equation |𝑝 + 5| = 12 is equivalent to |𝑝 − (−5)| = 12. On the number
line,
locate the −5 and find the points which are 12 units away from −5.
Activity 2. Matching Type. Match the linear equations or inequalities on column A to the
equivalent graphs on column B.
Column A Column B
1. 𝑥 = 6 A.
2. |𝑥| > 4 B.
3. |𝑥 − 5| = 6 C.
4. |𝑥 + 8| > 2 D.
5. |2𝑥 + 11| = 5 E.
Activity 3. Solve the following linear equations and inequalities involving absolute value
algebraically.
1. |𝑥| = 8 6. |𝑏| < 14
2. |𝑦 − 9| = 15 7. |𝑑| ≥ 11
13
3. |𝑡 + 2| + 7 = 10 8. |𝑟 + 8| ≤ 21
4. |𝑓 − 9| − 5 = 15 9. |2𝑘 − 6| > 10
5. |2𝑟 + 8| = 10 10. |4𝑤 + 2| < 10
Reflection.
Sometimes it is hard to solve problems in our daily undertakings. How about you?
Did you find easy to solve the activities?
References
Michael B. Malvar, et. al (2014), Simplified Math for Grade 7, pp. 98 – 99, Makati
City, SALINLAHI, Publishing House, Inc.
Answer key: 4. B
Activity 1 5. D
1. TRUE
2. TRUE
3. FALSE Activity 3.
4. FALSE
5. TRUE 1. 𝑥 = 8 and 𝑥 = −8
6. FALSE 2. 𝑦 = 24 and 𝑦 = −6
7. TRUE 3. 𝑡 = 1 and 𝑡 = −5
8. TRUE 4. 𝑓 = 34 and 𝑓 = −25
9. FALSE 5. 𝑥 = 1 and 𝑓 = −9
10. TRUE 6. {𝑏/−14 < 𝑏 < 14}
Activity 2. 7. {𝑑/𝑑 ≤ −11 𝑜𝑟 𝑑 ≥
11}
1. E 8. {𝑟/−29 ≤ 𝑟 ≤ 13}
2. C 9. {𝑘/𝑘 < −2 𝑜𝑟 𝑘 > 8}
3. A
10. {𝑤/−3 < 𝑤 < 2}
Prepared by:

13
MATHEMATICS 7
Name: Grade Level:
Section: Date:

Solving Problems Involving Equations and Inequalities in One Variable
This activity sheet serves as a self-learning guide for the learners. This lesson will
deal with finding the unknown value of a variable that will make an equation true (or
false). You will try to prove if the value/s from a replacement set is/are solution/s to an
equation or inequality. In addition, this lesson will help you think logically via guess and
check even if rules for solving equations are not yet introduced. You are tasked to solve
problems involving equations and inequalities.

The learner solves problems involving equations and inequalities in one
variable. (M7AL-IIj-2)
Activity 1: Mind Game!

Mental Arithmetic: How many can you do orally?
Activity 2: Match Me Up!

Directions: The table below shows two columns, A and B. Column A contains
mathematical expressions while Column B contains mathematical equations. Observe the
items under each column and compare. Answer the questions
that follow.
1) How are items in Column B different from Column A?

2) What symbol is common in all items of Column B?
3) Write your own examples (at least 2) on the blanks provided below each column.
13
Activity 3: Match them Equal/Inequal
Match the solutions under Column B to each equation or inequality in one
variable under Column A. Remember that in inequalities there can be more
than one solution.
Activity 4: Remember the X.

Solve for the value of x to make the mathematical sentence true. You may try several
values for x until you reach a correct solution.
Activity 5:
To solve word problems using linear inequalities, we have to model the information given
in the question as linear inequalities and solve for unknown.
Problem 1 :
Find all pairs of consecutive odd positive integers, both of which are smaller than 18,
such that their sum is more than 20.
13
Problem 2 :
Find all pairs of consecutive even positive integers, both of which are larger than 8, such
that their sum is less than 25.
Problem 3 :
In the first four papers each of 100 marks, John got 95, 72, 73, 83 marks. If he wants an
average of greater than or equal to 75 marks and less than 80 marks, find the range of
marks he should score in the fifth paper.
Reflection (Learner writes how he/she feels about the activity)

How does it feel while solving problems involving equations and inequalities? What are
the challenges you have met?
Answer Key
Activity 1: Mind Game!
Activity 2: Match Me Up!

1) How are items in Column B different from Column A? [Possible answers: One
mathematical expression is given in Column A, while items in column B
consist of two mathematical expressions that are connected with an equal
sign; Column B contains an equal sign.]
2) What symbol is common in all items of Column B? [Answer: The equal sign
“=”]
3) Write your own examples (at least 2) on the blanks provided below each column.
[Answers: Column A: ensure that students give mathematical expressions
(these should not contain any statement or equality or inequality (such as =,
<,
, or ). Column B: students should give statements of equality so their
examples should contain “=”)
13
Activity 3: Match them Equal/Inequal
Activity 4: Remember the X.
Activity 5:
Problem 1 :
The possible values of x are 11, 13, 15
When x = 11, 12, 13, the possibles values of (x + 2) are 13, 15, 17
Therefore, the required pairs of odd integers are (11, 13), (13, 15) & (15, 17)
Problem 2 :
The required pair of even integers is (10, 12)
Problem 3 :
John should score between 51 and 77 marks in his fifth paper.
References
Mathematics 7 Teaching Guide, pp. 191-198\
https://saylordotorg.github.io/text_intermediate-algebra/s04-08-solving-linear-
inequalities-wi.html
https://www.onlinemath4all.com/solving-linear-inequalities-in-one-variable-word-
problems.html
Prepared by
EMERSON R. RESPONZO
Teacher III
13

Grade 7 Q2 Mathematics LAS

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7

LEARNING ACTIVITY SHEETS

Printed by: Curriculum and Learning Management Division

Approximates the measures of quantities particularly length,

Translates English phrases to mathematical phrases and English --------- 28 – 35

Illustrates and differentiates related terms in

Derives the laws of exponent. --------- 55 – 60

Multiplies and divides polynomials --------- 61 – 66

LEARNING ACTIVITY SHEET

Background Information for Learners

Measurement is used to compare or determine the relation of a quantity, physical or

Here are the most commonly used units of measurement.

Imperial System Metric System

Learning Competency with code

Approximates the measures of quantities particularly length, weight/mass, volume,

2. How are these measuring tools important?

F. TIME and RATE

Answer the following questions:

2. Which measurement do you use frequently? Why?

Answer the following questions:

K to 12 Most Essential Learning Competencies.(2020). Retrieved

K to 12 Curriculum Guide: Mathematics. (2017, July 5). Retrieved from

History of the Metric System. (2020, June 16). Retrieved from

Angle Measurements. Retrieved from

Simple Word Problems on Time. Retrieved from

Sample illustrations for packaging box. Retrieved

Guide in creating packaging box. Retrieved from

Rubric for packaging box. Retrieved from

Exercise 2. A) 1. 11cm 2. 6cm 3. 10in 4. 12in 5. 12cm 6.

B) mangoes=200g, bananas=500g, pineapple=600g, cotton fruit(santol)=900g,

D) 1. 90oF, 32oC 2. 32oF, 0oC 3. 98oF, 37oC 4. 0oF, -18oC

E) 1. 7:55 pm, 2. 5 hours 3. 3 hours & 15 minutes

Exercise 3. Answers may vary.

Exercise 4. Packaging Box

Name of Learner: Grade Level:

LEARNING ACTIVITY SHEET

Background Information for learners

Have you visited Baler?

How many kilometers from Museo de

Can you guess how many meters

Your right 1.6 km is equivalent to

But how? Today we will learn more

Metric System of Measurement

The metric system is an internationally agreed decimal system of

In the metric system, each basic type of measurement (length, weight,

Kilo Hecto Deca Unit Deci Centi Milli

To remember the proper prefixes from largest to smallest remember:

Kilo Hecto Deca Unit Deci Centi Milli

How to use the metric converter?

1st Determine your starting point.

Starting Point Ending point

How many jumps does it take ? answer: three

Therefore we move the decimal point three places to the right.

4. . . . = 4000 m Answer: 4 km = 4000 m

Illustrative Example B : 250,000 dg = kg

250,000 dg = kg How many jumps does it take ? answer: four

Therefore we move the decimal point four places to

Length Weight Capacity

Example 1. Type of measurement (Length)

Problem: Convert 10.25 kilometers to

1 0 . 2 5 0 moving the decimal point three places to the right

Problem: Convert 1300 grams to hectogram.

Example 3. Type of measurement (Capacity)

English System of Measurement